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dc.contributor.authorThakral, Charu
dc.contributor.authorVasquez, Philip L
dc.contributor.authorBottoms, Bette L.
dc.contributor.authorMatthews, Alicia K
dc.contributor.authorHudson, Kimberly M
dc.contributor.authorWhitley, Steven K
dc.date.accessioned2017-03-28T19:26:55Z
dc.date.available2017-03-28T19:26:55Z
dc.date.issued2016-06
dc.identifier.bibliographicCitationThakral, Charu; Vasquez, Philip L.; Bottoms, Bette L.; Matthews, Alicia K.; Hudson, Kimberly M.; Whitley, Steven K. Understanding difference through dialogue: A first-year experience for college students. Journal of Diversity in Higher Education, Vol 9(2), Jun 2016, 130-142. http://dx.doi.org/10.1037/a0039935en_US
dc.identifier.issn1938-892
dc.identifier.urihttp://hdl.handle.net/10027/21638
dc.description.abstractResearch (Gurin, Nagda & Zúñiga, 2009) on Intergroup Dialogue (IGD) has primarily focused on student outcomes in traditional semester-long, three-credit courses, documenting the positive impact IGD has on college students’ (a) intergroup understanding, (b) intergroup relationships, (c) intergroup collaboration and action, and (d) perceived relevancy of diversity in higher education. The University of Illinois at Chicago First-Year Dialogue Seminar (FYDS) was designed as a one-credit, half-semester course based on traditional IGD courses and associated outcomes. Approximately 100 freshman students participated in the pilot of the seminar, completing both pre- and posttest measures of intergroup understanding, intergroup relationships, intergroup collaboration and action, and relevancy of diversity in higher education. Additionally, a comparison group of approximately 80 freshman students, not enrolled in the course, were administered the posttest survey at time 2. The results showed significant gains across measures of intergroup understanding, intergroup collaboration and action, and relevancy of diversity in higher education. Furthermore, FYDS students had significantly higher means across several of the same measures of intergroup understanding and intergroup collaboration and action than the comparison group. These results suggest the potential efficacy of a new model of IGD-based pedagogy and learning.en_US
dc.publisherAmerican Psychological Associationen_US
dc.subjectfirst-year experienceen_US
dc.subjectdialogueen_US
dc.subjectdiversityen_US
dc.subjectsocial identityen_US
dc.titleUnderstanding difference through dialogue: A first-year experience for college students.en_US
dc.typeArticleen_US


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