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Facilitating Intergroup Dialogues
Co-published with Intergroup dialogue has emerged as an effective educational and community building method to bring together members of diverse social and cultural groups to engage in learning together so that they may work collectively and individually to promote greater diversity, equality and justice. Intergroup dialogues bring together individuals from different identity groups (such as people of color and white people; women and men; lesbian, gay, and bisexual people and heterosexual people), and uses explicit pedagogy that involves three important features: content learning, structured interaction, and facilitative guidance. The least understood role in the pedagogy is that of facilit...
Dialogue Across Difference
Due to continuing immigration and increasing racial and ethnic inclusiveness, higher education institutions in the United States are likely to grow ever more diverse in the 21st century. This shift holds both promise and peril: Increased inter-ethnic contact could lead to a more fruitful learning environment that encourages collaboration. On the other hand, social identity and on-campus diversity remain hotly contested issues that often raise intergroup tensions and inhibit discussion. How can we help diverse students learn from each other and gain the competencies they will need in an increasingly multicultural America? Dialogue Across Difference synthesizes three years’ worth of research...
Improving the First Year of College
The first year of college represents an enormous milestone in students' lives. Whether attending a four-year or two-year institution of higher education, living on campus or at home, or enrolled in a highly selective school or a college with an open-admissions policy, students are challenged in unique and demanding ways during their first year. Although many students rise to the challenges they face, for some the demands are too great. Retention rates beyond the first year are disappointing: one third of first-year students seriously consider leaving college during their first term, and ultimately one half of all students who start college complete it. What are the factors that impact studen...
The Oxford Handbook of Intergroup Conflict
With insightful chapters from key social psychologists and peace scholars, this handbook offers an integrative and extensive overview of critical questions, issues, processes, and strategies relevant to understanding and addressing intergroup conflict.
Intergroup Dialogue in Higher Education: Meaningful Learning About Social Justice
Intergroup dialogue promotes student engagement across cultural and social divides on college campuses through a face-to-face, interactive, and facilitated learning experience that brings together twelve to eighteen students from two or more social identity groups over a sustained period of time. Students in intergroup dialogue explore commonalities and differences; examine the nature and impact of discrimination, power, and privilege; and find ways of working together toward greater inclusion, equality, and social justice. Intergroup dialogue is offered as a cocurricular activity on some campuses and as a course or part of a course on others. The practice of intergroup dialogue is considere...
Intergroup Dialogue in Higher Education: Meaningful Learning About Social Justice
Intergroup dialogue promotes student engagement across cultural and social divides on college campuses through a face-to-face, interactive, and facilitated learning experience that brings together 12 to 18 students from two or more social identity groups over a sustained period of time. This volume outlines the theory, practice and research on intergroup dialogue. It also offers educational resources to support the practice. It is a useful resource for faculty, administrators, student affairs personnel, students and practitioners for implementing intergroup dialogues in higher education.
Encyclopedia of Diversity in Education
The diversity education literature, both nationally and internationally, is broad and diffuse. Consequently, there needs to be a systematic and logical way to organize and present the state of research for students and professionals. American citizens need to understand the dynamics of their increasingly diverse communities and institutions and the global world in which we live, work, and lead. With continually evolving information on diversity policies, practices, and programs, it is important to have one place where students, scholars, teachers, and policymakers can examine and explore research, policy, and practice issues and find answers to important questions about how diversity in U.S....
Working-Class Kids and Visionary Educators in a Multiracial High School
In the 1960s and 1970s—when many communities resisted school integration and schools held low expectations for working-class kids and constricted teachers’ autonomy—educators and students at a multiracial public high school in California collaborated to achieve something remarkable: they created a cohesive community that gave students a powerful sense of belonging. Over its 25-year life, the student leaders of Sunnyvale High School worked with visionary staff to reduce violence, broaden and enrich the curriculum to include US Black history and Mexican American literature, and increase girls’ access to sports. Working together, they fostered a collective sense of pride, persistence, a...
Trust
Trust, as Simmel noted, is a hypothesis regarding future behavior that is certain enough to serve as a basis for practical conduct. To trust another person (or collectivity or institution) is intermediate between knowledge and ignorance. Simmel was one of many social scientists (e.g., Tonnies, Durkheim, Parsons) who have contended that trust is one of the most important integrative forces within society. Modernization and its attendant social isolation, in the face of massive global changes, underscore the need to reexamine trust in all its multivariate and multidisciplinary character. This anthology presents twelve studies of trust. Some are conceptual, theoretical analyses, while others use historical data on societies, national surveys or cross-national comparative studies to test hypotheses.
The Next Twenty-five Years
A penetrating exploration of affirmative action's continued place in 21st-century higher education, The Next Twenty-five Years assembles the viewpoints of some of the most influential scholars, educators, university leaders, and public officials. Its comparative essays range the political spectrum and debates in two nations to survey the legal, political, social, economic, and moral dimensions of affirmative action and its role in helping higher education contribute to a just, equitable, and vital society. David L. Featherman is Professor of Sociology and Psychology and Founding Director of the Center for Advancing Research and Solutions for Society at the University of Michigan. Martin Hall is Vice-Chancellor of the University of Salford, Greater Manchester, and previously was Deputy Vice- Chancellor at the University of Cape Town. Marvin Krislov is President of Oberlin College and previously was Vice President and General Counsel at the University of Michigan.
