Intergroup Dialogue Pedagogy, Processes, and Outcomes: The Moderating Role of Epistemological Development

• In Event: Learning and Development Through Pedagogical Designs

Abstract

With intergroup conflict on the rise, we are reminded of the role higher education can play in preparing individuals for life in an increasingly diverse society. Campus intergroup dialogue (IGD) programs have been found to promote intergroup understanding, relationships, collaboration, and action. Using t-tests and structural equation modeling, I analyzed the relationships between students’ openness to multiple perspectives (an epistemological disposition) and IGD’s pedagogical features, intergroup processes, and intended outcomes. Increases in IGD’s processes and outcomes were most directly associated with pedagogy and cognition for students who were less open and with communication and emotion for students who were more open. These findings have implications for IGD programs, along with other programs intended to promote social justice and/or student development.

Author

• Grant Jackson, University of Michigan