Student Learning and Development About Intersectional Identities Through Intergroup Dialogue

• In Event: Issues in College Student Identity and Development

Abstract

This paper draws on findings from an interdisciplinary, qualitative study of students’ experiences in race and ethnicity or white racial identity intergroup dialogues. We use intersectionality as a theoretical approach to helping students learn about multiple dimensions of power and privilege in society. We found that both students of color and white students were able to articulate nuanced understandings of the intersection of race and class privilege after participating in the dialogues. Students also used religious identity as a lens through which they made sense of multiple oppressions. The results of this study will assist educators in planning interventions that help students locate the need for socially just action within the accessible purview of their own lived experiences.

Authors

• Johanna C. Masse, University of Michigan

• Amy Navvab, University of Michigan