Current attention on improving intergroup relations and participation in diverse societies compels us to understand the requisite values and skills for such participation. An action research approach examined an applied model of engagement across differences—intergroup dialogues that are facilitated in face-to-face encounters of college students from diverse social backgrounds meeting over a sustained period of time. Results show that overall program effects are evident only for racial identity outcomes—importance and centrality. However, regression analyses show students’ valuing of the dialogic learning process (e.g. peer facilitation, sharing experiences, and asking questions) is significantly related to increase in frequency of thinking about racial group membership, perspective-taking ability, comfort in communicating across differences, positive beliefs about conflict, and interest in bridging differences.

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This study examines whether college students' participation in diversity-related experiences instills motivation to take actions for a diverse democracy. Results suggest that interactions with diverse peers, participation in diversity-related courses, and activities inside and outside residence halls inspire students to challenge their own prejudices and promote inclusion and social justice.

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