Details

Autor(en) / Beteiligte

• Schmidt, Christa K.
• Earnest, David R.
• Miles, Joseph R.
• Griffin, Kimberly A

Titel

Expanding the Reach of Intergroup Dialogue: A Quasi-Experimental Study of Two Teaching Methods for Undergraduate Multicultural Courses

Ist Teil von

• Journal of diversity in higher education, 2020-09, Vol.13 (3), p.264-273

Ort / Verlag

Educational Publishing Foundation

Erscheinungsjahr

2020

Quelle

APA PsycARTICLES

Beschreibungen/Notizen

• Colleges and universities are closely examining their practices for engaging campus constituents in multicultural education. One method that has received increased attention is the use of intergroup dialogue (IGD). Although there is mounting research evidence of the effectiveness of IGD in meeting the goals and objectives of multicultural education, there remains a need to demonstrate its ability to be integrated into an existing curriculum and what specifically it adds to typical methods for teaching about diversity. The current study compared undergraduate diversity-topic courses that were taught with and without an IGD component integrated into the existing curriculum. One hundred twelve undergraduate students enrolled in 1 of 5 courses completed survey measures at the beginning and end of the semester. Results from split-plot ANOVAs demonstrated that students enrolled in courses with IGD showed greater increases over the course of the semester on measures of racial oppression awareness, openness to diversity, and empathic feeling and acting as an ally than students enrolled in courses without the IGD component. Further, main effects demonstrated that students enrolled in both course formats had increased scores on awareness of systems of oppression and privilege as well as anxiety and lack of multicultural self-efficacy over the course of the semester. These findings add to the growing literature on the effectiveness of IGD and extend the generalizability to campuses integrating IGD teaching methods to an existing curriculum.