TY - JOUR
T1 - Using student development theory to inform intergroup dialogue research, theory, and practice
AU - Jackson, Grant
PY - 2020/6/4
Y1 - 2020/6/4
N2 - Research indicates that students’ developmental capacity must be accounted for if postsecondary institutions’ various diversity programs, pedagogies, and related efforts are to be successful. One such effort that has increased in prevalence in recent years, intergroup dialogue (IGD), is a pedagogy that brings together diverse groups of students to engage in sustained, facilitated dialogues on topics related to diversity and social justice. Decades of IGD research have informed the development of the critical-dialogic theoretical framework of IGD, which describes how this particular approach to dialogue engages students in communicative, cognitive, and emotional processes that promote intergroup understanding, intergroup relationships, and intergroup collaboration and action. Using the theory of self-authorship and theories of epistemological development as analytical lenses, this article examines the extent to which the critical-dialogic theoretical framework of IGD, along with the re
AB - Research indicates that students’ developmental capacity must be accounted for if postsecondary institutions’ various diversity programs, pedagogies, and related efforts are to be successful. One such effort that has increased in prevalence in recent years, intergroup dialogue (IGD), is a pedagogy that brings together diverse groups of students to engage in sustained, facilitated dialogues on topics related to diversity and social justice. Decades of IGD research have informed the development of the critical-dialogic theoretical framework of IGD, which describes how this particular approach to dialogue engages students in communicative, cognitive, and emotional processes that promote intergroup understanding, intergroup relationships, and intergroup collaboration and action. Using the theory of self-authorship and theories of epistemological development as analytical lenses, this article examines the extent to which the critical-dialogic theoretical framework of IGD, along with the re
U2 - 10.1037/dhe0000241
DO - 10.1037/dhe0000241
M3 - Article
JO - Journal of Diversity in Higher Education
JF - Journal of Diversity in Higher Education
ER -