Measuring Growth Toward Social Justice: Comparing an Intergroup Dialogue-Augmented Course to a Semester-Long Dialogue

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division J - Section 4: Faculty, Curriculum, and Teaching Virtual Poster Session

Abstract

Increasing diversity, polarization, and calls for change support the importance of integrating equity-based approaches into existing curricula. We examine the impact of social justice education (SJE) on a sustainability course with intergroup dialogue (IGD) content and a campus-wide IGD program. A sample of 303 undergraduate students at a large, Midwest university (145 IGD participants and 158 course participants) enabled estimating relative SJE impacts. Responses grouped into four factors, aligned with IGD teaching goals-awareness of social identities, intergroup relationships, tools to engage and intervene, and advancing greater equity. Positive SJE growth of course participants was statistically significant, with larger growth reported for dialogue participants. Interaction effects showed female dialogue participants growing more in awareness of social identities than male dialogue participants.

Authors

• Yuqing Liu, Michigan State University

• Michael Kaplowitz, Michigan State University

• Charles Liu, Michigan State University

• Donna Rich Kaplowitz, University of Michigan

• Matt Raven, Michigan State University