Utilizing Affinity Groups to Enhance Intergroup Dialogue Workshops for Racially and Ethnically Diverse Students

The effect of resource competition on Blacks’ and Asians’ social distance using a virtual world methodology

“…Group leaders of this workshop were careful to attend to power dynamics existing among and between the majority White students and the multiple minority groups (e.g., Latinos, Asians, Blacks) that were represented. Despite the brief nature of this intervention (1 day), the authors described positive outcomes with regard to improved relations among the racial group members (Tauriac et al, 2013). Future interventions designed to improve relations between minority groups, no matter how small or brief, should continue to attend to system-level power dynamics.…”

“…Thus, counselors or community activists interested in addressing race relations through encounter groups, psychotherapy groups, or intergroup dialogues should consider that even very brief encounters can have positive effects on race relations, as long as participants are not competing for resources. Tauriac, Kim, Lambe Sariñana, Tawa, and Kahn (2013) describe a model for a 1-day workshop designed to address race relations among boarding populations at a small, private high school. Group leaders of this workshop were careful to attend to power dynamics existing among and between the majority White students and the multiple minority groups (e.g., Latinos, Asians, Blacks) that were represented.…”

Intergroup Dialogue: A Review of Recent Empirical Research and Its Implications for Research and Practice

“…They suggest these findings highlight the limitations of intergroup contact as both types of dialogue seemed to reproduce master narratives of victimhood. Related to both group identity and IGD pedagogy, Tauriac, Kim, Sariñana, Tawa, and Kahn (2013) examined the use of affinity or caucus groups in IGD workshops in a high school. When asked about the best part of the workshop, the top answer was the affinity groups, and some students noted they are not typically afforded opportunities to dialogue about race.…”

Adult Developmental Experiences of African American Doctoral Student Mothers: Illuminating Generativity Processes

“…The participants discussed having a mentor to “check in” with who can provide encouragement as well as resources as these can be contributing factors of academic persistence. The creation of these support networks or “safe spaces” would provide an opportunity for African American mothers to discuss issues they do not speak about for fear of further marginalization as well as to share parenting resources (Hermann et al, ; Tauriac, Kim, Sarinana, Tawa, & Kahn, ). These support networks could be both physical and virtual to include individuals from different careers or professions, given that several participants reported being the only African American mother in their cohort or program.…”

“…On the basis of the findings in this study and in previous research, we recommend that institutions of higher education be intentional in developing procedures that allow mothers to connect with individuals who either share similar identities or have experience working with the developmental issues related to combining motherhood with other identities (Haskins et al, ). Developing and implementing affinity group (i.e., a group that brings together people who have something in common for a sustained period of time; Tauriac et al, ) opportunities and classroom curricula specifically for African American mothers may be useful to enhance their educational experiences as they navigate a new profession and career path. Furthermore, participating in an affinity group allows individuals on similar developmental trajectories the space to acknowledge and negate stereotypes, increase inclusivity, and decrease feelings of isolation and tokenism.…”