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Intergroup dialogue is an educational model that provides students with in-depth opportunities
to develop and practice the skills needed to be engaged citizens
and leaders of diverse groups in economic, social, and political institutions, both nationally
and internationally. Intergroup dialogue brings together students from two or more social
identity groups in a small group, cooperative learning environment. The social identity groups
are usually characterized by historical and structural power inequalities and conflicts, and
are often defined in terms of race, ethnicity, gender, sexual orientation, religion, and
social class (Zúńiga, Nagda, & Sevig, 2002).
Intergroup dialogue commonly begins with
developing and practicing communication and listening skills, and building relationships. With
this foundation, participants explore intragroup and intergroup processes, and differences and
common ground in perspectives and experiences. Conflict is recognized as a part of individual
lives and intergroup relations, and is explicitly analyzed. Participants further explore and
develop collaborative strategies and plans for action (see Schoem & Hurtado, 2001, for
description of various models and processes). |
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Syracuse University’s academic courses on intergroup dialogue are based on the practices
developed and shared by model intergroup dialogue programs. For further description of these
programs, see Diversity Digest’s
Model Intergroup Dialogue Programs.
For a summary of
important components of college offerings of intergroup dialogue, also read:
Fostering intergroup dialogue on campus: Essential ingredients
by X. Zúńiga.
Syracuse University is participating in the multi-university collaboration led by the
Program on Intergroup Relations at the University of Michigan -
Multiversity Project: A
multi-university research evaluation of the educational benefits of intergroup dialogues.
A brief description of this project and Syracuse University’s
related academic courses as well as links to the other
participating institutions and associated
programs may be found at our website.
Syracuse University also offers students and residence life staff opportunities to
participate in intergroup dialogues in the residence halls.
This program includes collaboration with
Community-Wide Dialogue on Racism, Race Relations and Racial Healing,
a program of InterFaith Works of Central New York.
WCNY-TV, together with Community Wide Dialogue, aired a special
“Facing Racism: A
Special Access with George Kilpatrick” that featured a community dialogue circle from
Central New York.
For information on national organizations and useful information regarding practices and
further resources: National Coalition for
Dialogue and Deliberation, Public Conversations
Project, and Study Circles
Resource Center. The Study Circles Resource Center recently featured the
dialogue work
at Syracuse.
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Brown, L. M., & Lopez, G. E. (2001). Political contacts: Analyzing the role of similarity in
theories of prejudice. Political Psychology, 22, 279-291.
Cantor, N. (2004). Introduction. In P. Gurin, J. Lehman, E. Lewis, with E. Dey, G. Gurin,
& S. Hurtado (Eds.),
Defending diversity: Affirmative action at the University of Michigan
(pp. 1-16). Ann Arbor, MI: University of Michigan Press.
Gurin, P., Dey E. L., Hurtado, S., & Gurin, G. (2002). Diversity and higher education:
Theory and impact on educational outcomes. Harvard Educational Review, 72, 330-366.
Stephan, W. G., & Stephan, C. W. (2001). Improving intergroup relations. Thousand Oaks,
CA: Sage.
Stephan, W. G., & Vogt, W. P. (Eds.) (2004). Education programs for improving intergroup
relations: Theory, research, and practice. NY: Teachers College Press.
Schoem, D., & Hurtado, S. (Eds.) (2001). Deliberative democracy in school, college,
community, and workplace. Ann Arbor, MI: University of Michigan Press.
Tatum, B. D. (1997). “Why are all the Black kids sitting together in the cafeteria?” And
other conversations about race. NY: Basic Books.
Zirkel, S., Lopez, G. E., & Brown, L. M. (Eds.). (2004). The 50th anniversary of Brown v.
Board of Education: Interethnic contact and change in education in the 21st century. Journal
of Social Issues, 60.
Zúńiga, X., Nagda, B. A., & Sevig, T. (2002). Intergroup dialogues: An educational model
for cultivating engagement across differences. Equity & Excellence in Education, 7-17.
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