I am aware, I view myself differently, I can create change: the experience of black students in an intergroup dialogue course
Valgoi, Maria
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https://hdl.handle.net/2142/50604
Description
Title
I am aware, I view myself differently, I can create change: the experience of black students in an intergroup dialogue course
Author(s)
Valgoi, Maria
Issue Date
2014-09-16
Director of Research (if dissertation) or Advisor (if thesis)
Rounds, James
Department of Study
Educational Psychology
Discipline
Educational Psychology
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.S.
Degree Level
Thesis
Keyword(s)
Diversity Education
Black Students
Intergroup Dialogue (IGD)
Abstract
Intergroup dialogue is a multicultural education strategy aimed at promoting conflict resolution and enhancing the understanding of differences (Zuniga et al., 2002). An intergroup dialogue course involves gathering individuals from differing social identity groups to have honest, open and respectful conversations around different identities. Literature around intergroup dialogue has offered conflicting findings for students of color, with some suggesting positive growth( Gurin et al, 2004; Hurtado, 2005; Ford & Malaney, 2012) and others suggesting negative outcomes (Miller & Donner, 2001.) Because of similar inconsistencies in the literature involving black students experiences with multicultural education courses (Ervin, 2001), and the lack of investigation in the experiences of black students specifically, in intergroup dialogue courses, the present study will focus on the experience of black students in an undergraduate intergroup dialogue course at a Predominantly White Institution. Students within the course completed a cultural assessment at the beginning and end of the semester. The assessment required students to reflect on changes in their social identities, experiences involving these social identities, and feelings toward taking the course. A qualitative, thematic analysis was performed on these cultural assessment papers and themes/subthemes were derived. Implications for the intergroup dialogue literature are discussed along with suggestions about the black student experience in an intergroup dialogue course at a predominantly white university.
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