{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/50604"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/50604","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"I am aware, I view myself differently, I can create change: the experience of black students in an intergroup dialogue course","abstract":"Intergroup dialogue is a multicultural education strategy aimed at promoting conflict resolution and enhancing the understanding of differences (Zuniga et al., 2002). An intergroup dialogue course involves gathering individuals from differing social identity groups to have honest, open and respectful conversations around different identities. Literature around intergroup dialogue has offered conflicting findings for students of color, with some suggesting positive growth( Gurin et al, 2004; Hurtado, 2005; Ford & Malaney, 2012) and others suggesting negative outcomes (Miller & Donner, 2001.) Because of similar inconsistencies in the literature involving black students experiences with multicultural education courses (Ervin, 2001), and the lack of investigation in the experiences of black students specifically, in intergroup dialogue courses, the present study will focus on the experience of black students in an undergraduate intergroup dialogue course at a Predominantly White Institution. Students within the course completed a cultural assessment at the beginning and end of the semester. The assessment required students to reflect on changes in their social identities, experiences involving these social identities, and feelings toward taking the course. A qualitative, thematic analysis was performed on these cultural assessment papers and themes/subthemes were derived. Implications for the intergroup dialogue literature are discussed along with suggestions about the black student experience in an intergroup dialogue course at a predominantly white university.","abstract_html":"Intergroup dialogue is a multicultural education strategy aimed at promoting conflict resolution and enhancing the understanding of differences (Zuniga et al., 2002). An intergroup dialogue course involves gathering individuals from differing social identity groups to have honest, open and respectful conversations around different identities. Literature around intergroup dialogue has offered conflicting findings for students of color, with some suggesting positive growth( Gurin et al, 2004; Hurtado, 2005; Ford & Malaney, 2012) and others suggesting negative outcomes (Miller & Donner, 2001.) Because of similar inconsistencies in the literature involving black students experiences with multicultural education courses (Ervin, 2001), and the lack of investigation in the experiences of black students specifically, in intergroup dialogue courses, the present study will focus on the experience of black students in an undergraduate intergroup dialogue course at a Predominantly White Institution. Students within the course completed a cultural assessment at the beginning and end of the semester. The assessment required students to reflect on changes in their social identities, experiences involving these social identities, and feelings toward taking the course. A qualitative, thematic analysis was performed on these cultural assessment papers and themes/subthemes were derived. Implications for the intergroup dialogue literature are discussed along with suggestions about the black student experience in an intergroup dialogue course at a predominantly white university.","abstract_has_math":false,"creators":["Valgoi, Maria"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Rounds, James"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-09-16T17:24:18Z","date_published":"2014-09-16T17:24:18Z","updated_at":"2026-07-22T22:25:40Z","subjects":["Diversity Education","Black Students","Intergroup Dialogue (IGD)"],"languages":["en"],"rights":["Copyright 2014 Maria Valgoi"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/50604","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rounds, James"]},{"key":"dc:creator","label":"Author","values":["Valgoi, Maria"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-09-16T17:24:18Z","2014-08","2014-09-16"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Diversity Education","Black Students","Intergroup Dialogue (IGD)"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2014 Maria Valgoi"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/50604"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Intergroup dialogue is a multicultural education strategy aimed at promoting conflict resolution and enhancing the understanding of differences (Zuniga et al., 2002). 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The assessment required students to reflect on changes in their social identities, experiences involving these social identities, and feelings toward taking the course. A qualitative, thematic analysis was performed on these cultural assessment papers and themes/subthemes were derived. Implications for the intergroup dialogue literature are discussed along with suggestions about the black student experience in an intergroup dialogue course at a predominantly white university.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2014-07-17T18:56:45Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 1 Valgoi_Maria.pdf: 451305 bytes, checksum: 9fb50fa1676e8d79a20d0b8de1ad7e66 (MD5)","Made available in DSpace on 2014-09-16T17:24:18Z (GMT). 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Literature around intergroup dialogue has offered conflicting findings for students of color, with some suggesting positive growth( Gurin et al, 2004; Hurtado, 2005; Ford & Malaney, 2012) and others suggesting negative outcomes (Miller & Donner, 2001.) Because of similar inconsistencies in the literature involving black students experiences with multicultural education courses (Ervin, 2001), and the lack of investigation in the experiences of black students specifically, in intergroup dialogue courses, the present study will focus on the experience of black students in an undergraduate intergroup dialogue course at a Predominantly White Institution. Students within the course completed a cultural assessment at the beginning and end of the semester. The assessment required students to reflect on changes in their social identities, experiences involving these social identities, and feelings toward taking the course. A qualitative, thematic analysis was performed on these cultural assessment papers and themes/subthemes were derived. Implications for the intergroup dialogue literature are discussed along with suggestions about the black student experience in an intergroup dialogue course at a predominantly white university.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2014-07-17T18:56:45Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 1 Valgoi_Maria.pdf: 451305 bytes, checksum: 9fb50fa1676e8d79a20d0b8de1ad7e66 (MD5)","Made available in DSpace on 2014-09-16T17:24:18Z (GMT). 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