Intergroup Dialogue is a practice that has been around for several decades, pioneered and enhanced by folks at the University of Michigan. IGD and other variants have been developed as a way to bridge differences and also educate people on issues of social justice, anti-racism, and other forms of discrimination.
IGD is based on two key components, the critical and the dialogic in which the critical is the core educational component centering social justice perspectives, and the dialogic is the process by which participants explore the content as well as diverse perspectives on the issues… the dialogic, or the process, is how people learn how to hear different perspectives that they may disagree with, but learn how to be respectful, seek to understand, and work to build relationships through difference.
If we consider the two components together, they are a part of a rich history of this practice. However, more recent work explores ways in which the dialogic may be a powerful tool outside of the critical content. This bifurcation is not to diminish the importance of taking a critical lens to social issues and challenges, but to highlight the mechanisms of interpersonal communication and relating that may be applied broadly to help resolve myriad interpersonal conflicts that we face each day.
The Office of Academic Culture and Well-being at Dornsife College is exploring the application of the dialogic in the academic setting as a pathway to establish foundations of effective and respectful dialogue in classroom settings. For more information on this work, please contact us.
This list reflects research in the areas of intergroup dialogue and associated areas of interest including dialogue about race, higher education, and inclusion. Key texts are in bold.
- Araya & Ekehammar (2009). When tolerance leads to intolerance: Accessibility effects on social judgment
- Association for Undergraduate Education at Research Universities (2022). The Boyer 2030 Commission.
- Bargh, (2006). What have we been priming all these years? On the development, mechanisms, and ecology of nonconscious social behavior
- Crisp & Turner (2009). Can Imagined Interactions Produce Positive Perceptions? Reducing Prejudice Through Simulated Social Contact
- David (2007). Equity and diversity: towards a sociology of higher education for the twenty‐first century?
- Davis et al. (2011). Psychological Distance and Emotional Experience: What You See Is What You Get
- Dessel et al. (2006). Using Intergroup Dialogue to Promote Social Justice and Change
- Frantell et al. (2019). Intergroup Dialogue: A Review of Recent Empirical Research and Its Implications for Research and Practice
- Genero et al. (1992). Measuring Perceived Mutuality in Close Relationships: Validation of the Mutual Psychological Development Questionnaire
- Gibbs et al. (2014). Biomedical Science Ph.D. Career Interest Patterns by Race/Ethnicity and Gender
- Gibbs et al. Decoupling of the minority PhD talent pool and assistant professor hiring in medical school basic science departments in the US
- Hewstone et al. (2004). Intergroup Contact in a Divided Society: Challenging Segregation in Northern Ireland
- Higgins (1997). Beyond Pleasure and Pain
- Hilliard & Liben (2010). Differing Levels of Gender Salience in Preschool Classrooms: Effects on Children’s Gender Attitudes and Intergroup Bias
- Hurtado et al. (2012). A Model for Diverse Learning Environments
- Hurtado et al. (2015). Thinking About Race: The Salience of Racial Identity at Two- and Four-Year Colleges and the Climate for Diversity
- Moskowitz et al. (1999). Preconscious Control of Stereotype Activation Through Chronic Egalitarian Goals
- Pettigrew (1998). Intergroup Contact Theory
- Pettigrew & Tropp (2006). A Meta-Analytic Test of Intergroup Contact Theory
- Pettigrew & Tropp (2008). How does intergroup contact reduce prejudice? Meta-analytic tests of three mediators
- Plant & Devine (1998). Internal and External Motivation to Respond Without Prejudice
- Plant & Devine (2001). Responses to Other-Imposed Pro-Black Pressure: Acceptance or Backlash?
- Rodriguez et al. (2018). Engaging race and racism for socially just intergroup relations: The impact of intergroup dialogue on college campuses in the US
- Smith & Shonfeld (2000). The benefits of diversity: what the research tells us
- Sorenson (2009). Taking a “Hands On” Approach to Diversity in Higher Education: A Critical-Dialogic Model for Effective Intergroup Interaction
- Stephan & Stephan (2005). Intergroup Relations Program Evaluation
- Steyn & Vanyoro (2023). Critical Diversity Literacy: A framework for multicultural citizenship education
- Style & Powell (1995). In Our Own Hands: Diversity Literacy
- Tatum (2019). Together and Alone? The Challenge of Talking about Racism on Campus
- Tetlock et al. (2013). Accountability and ideology: When left looks right and right looks left
- Tropp & Wright (2001). Ingroup Identification as the Inclusion of Ingroup in the Self
- Van Boven et al. (2010). Feeling Close: Emotional Intensity Reduces Perceived Psychological Distance
- Vezzali et al., (2016). Improving Intergroup Relations with Extended Contact among Young Children
- Wojcieszak & Warner (2020). Can Interparty Contact Reduce Affective Polarization? A Systematic Test of Different Forms of Intergroup Contact
- Wright et al. (1997). The Extended Contact Effect: Knowledge of Cross-Group Friendships and Prejudice
- Zuniga (2007). Intergroup Dialogue in Higher Education: Definition, Origins, and Practices
- Zuniga & Nagda (2001). Design considerations in intergroup dialogue