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Taking a "Hands On" Approach to Diversity in Higher Education: A Critical-Dialogic Model for Effective Intergroup Interaction
Ist Teil von
Analyses of social issues and public policy, 2009-12, Vol.9 (1), p.3-35
Ort / Verlag
Malden, USA: Blackwell Publishing Inc
Erscheinungsjahr
2009
Link zum Volltext
Quelle
PAIS Index
Beschreibungen/Notizen
This article reviews divergent empirical evidence on interracial contact. While research on diversity in higher education provides ample evidence for the educational benefits of engaging with diversity in informal interactions or courses, experimental and naturalistic studies in social psychology on interracial interactions reveal a complicated picture, showing what appear to be both positive and negative effects. Rather than addressing the question of whether or not to promote interracial interactions on campus, we present a critical‐dialogic model of intergroup dialogue that centers on communication processes as an avenue toward intergroup relationships, understanding, and collaboration. Prior research and preliminary results from a nine‐university research collaboration provide strong empirical support for the proposed model. We conclude with program and policy considerations for higher education institutions interested in promoting meaningful intergroup interaction.