“I now harbor more pride in my race”: The Educational Benefits of Inter- and Intraracial Dialogues on the Experiences of Students of Color and Multiracial Students

Ford, Kristie A.; Malaney, Victoria K.

doi:10.1080/10665684.2012.643180

Cited by 41 publications

(36 citation statements)

References 34 publications

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“…The positive influence of sociocultural discussions has been observed in the outcomes of studies on intergroup dialogue, which show increased self-efficacy in interactions with others and a desire to create social change (Boulden, 2006;DeTurk, 2006;Gurin, Nagda, & Sorenson, 2011;Quaye & Baxter Magolda, 2007). Other scholars have connected interactions around difference to increased understanding and engagement with social justice work and civic action (Bowman, 2011;Ford & Malaney, 2012;Gurin-Sands, Gurin, Nagda, & Osuna, 2012). In a meta-analyses of diversity outcomes research, Bowman (2011) found that informal conversations with others around difference had more impact on civic outcomes than other types of diversity experiences.…”

Section: Sociocultural Conversations With Peersmentioning

confidence: 91%

Leveraging Leadership Efficacy for College Students: Disaggregating Data to Examine Unique Predictors by Race

Kodama

Dugan

2013

Equity & Excellence in Education

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Section: Sociocultural Conversations With Peersmentioning

confidence: 91%

Leveraging Leadership Efficacy for College Students: Disaggregating Data to Examine Unique Predictors by Race

Kodama

Dugan

2013

Equity & Excellence in Education

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“…Many of these studies examined models that seek to increase understanding between students who differ from each other in their racial, ethnic, gender, or religious characteristics (e.g. Alimo, 2012;Dessel and Rogge, 2008;Diaz and Perrault, 2010;Ford and Malaney, 2012;Zúñiga et al, 2014). This included as well literature in peace education on efforts that similarly attempt to cultivate understanding and bonds among students from groups whose relations are tense (e.g.…”

Section: Discussionmentioning

confidence: 99%

Just talk? Learning across political divides on college campuses

Wahl

2019

Theory and Research in Education

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How can universities cultivate students’ capacity to learn across political divides? While many universities affirm the importance of open exchange between people who hold different views, it is unclear whether, what, and how students learn through such conversations. This article draws on observations of a deliberative dialogue between college students who cast a presidential vote for Trump or Clinton as well as on interviews with those students to identify what and how they learn through the conversation as well as what supports that learning. Recent political theorists have argued for including diverse forms of speech in order to expand what deliberation can accomplish. This inquiry suggests, first, that diversifying speech within deliberation can also strengthen traditional forms of deliberative learning (such as the willingness to listen to each others’ reasons). Moreover, deliberative speech as it has been traditionally conceived can also accomplish some of what theorists hope alternative speech forms could cultivate, such as shifting relationships between interlocuters. Finally and most simply, the study shows that it is possible for students to learn from politically diverse peers even during a one-time event that occurs outside of the classroom. Three forms of content learning were identified: learning that is ‘hermeneutic’ deepened students’ understanding of other people; ‘deliberative’ learning increased understanding of political issues and views; and ‘process’ learning honed students’ capacity for these conversations. Learning also varied in quality: it was ‘additive’ when students added to their existing framework of knowledge or entailed ‘new insight’ when students shifted in their relationship to a person or idea. These forms of learning are interdependent and provide important support for each other. In particular, universities may enhance students’ capacity for hermeneutic and deliberative learning by intentionally combining elements of both in academic settings.

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“…Even within restorative schools, racist practices can still flourish (Lustick, 2017). But participation in inclusive peacemaking and conflictual issues dialogue can allow marginalised young people to engage openly with underlying causes of violence, and to explicitly acknowledge issues pertaining to ethnocultural difference and discrimination, such as racism and sexism (Bickmore, 2017;Ford & Malaney, 2012). Such opportunities for open, inclusive dialogue about conflictual issues can help students learn to practice tolerance and inclusion, thereby facilitating further engagement as participatory democratic citizens (Avery et al, 2014;Schulz et al, 2010).…”

Section: Engaging Moral Education Through Peacebuilding Pedagogymentioning

confidence: 99%

Complexity in restorative justice education circles: Power and privilege in voicing perspectives about sexual health, identities, and relationships

Parker

Bickmore

2020

Journal of Moral Education

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Restorative justice pedagogies, such as dialogue or peacemaking circles, allow students to learn how to share and listen with peers, set boundaries for moral dialogue, and engage constructively with each other's perspectives. This study is part of a larger project focused on teachers' professional development and circle implementation. The focus of this article is on one teacher's approach to using circles in teaching her intermediate health curriculum unit, situated in a school with a strong restorative justice initiative. In this restorative classroom, dialogue was integrated into regularly enacted academic as well as interpersonal curriculum; this interrupted, or at times reaffirmed, the status quo. Data includes classroom observations, professional development observations, teacher and student interviews, and a reflective researcher journal. Dialogue enacted in this classroom illustrated moral issues students grappled with, relating to sexual health, inclusive sexual identities, and sociocultural relationships. Results illustrated how the teacher's pedagogical choices transmitted values and shaped opportunities for critical dialogue, and that students' social and cultural capital impacted how certain topics were discussed.

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“I now harbor more pride in my race”: The Educational Benefits of Inter- and Intraracial Dialogues on the Experiences of Students of Color and Multiracial Students

Cited by 41 publications

References 34 publications

Leveraging Leadership Efficacy for College Students: Disaggregating Data to Examine Unique Predictors by Race

Leveraging Leadership Efficacy for College Students: Disaggregating Data to Examine Unique Predictors by Race

Just talk? Learning across political divides on college campuses

Complexity in restorative justice education circles: Power and privilege in voicing perspectives about sexual health, identities, and relationships

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