An Evaluation of Intergroup Dialogue Pedagogy: Addressing Segregation and Developing Cultural Competency

Autor/inn/en	Dessel, Adrienne B.; Rodenborg, Nancy
Titel	An Evaluation of Intergroup Dialogue Pedagogy: Addressing Segregation and Developing Cultural Competency
Quelle	In: Journal of Social Work Education, 53 (2017) 2, S.222-239 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
Schlagwörter	Intergroup Relations; Cultural Awareness; Self Concept; Social Justice; Multicultural Education; Models; Urban Areas; Masters Programs; Instructional Innovation; Teaching Methods; Social Work; Metacognition; Prior Learning; Racial Differences; Student Motivation; Graduate Students; Student Attitudes; Counselor Training; Counselor Client Relationship; Student Surveys; Multiple Regression Analysis; Pretests Posttests; Statistical Analysis + Suchen Sie Ihr Suchwort? Intergruppenbeziehungen; Cultural identity; Kulturelle Identität; Selbstkonzept; Soziale Gerechtigkeit; Multikulturelle Erziehung; Analogiemodell; Urban area; Stadtregion; Magister course; Magisterstudiengang; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Arbeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Vorkenntnisse; Rassenunterschied; Schulische Motivation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Schülerbefragung; Statistische Analyse
Abstract	This article presents data from a study of an intergroup dialogue (IGD) course in an urban Midwest MSW program guided by Derald Wing Sue's multicultural education model. IGD was used as an innovative pedagogy to meet the Council on Social Work Education mandate for cultural competence and social justice education. Results showed significant gains in student awareness of self as a member of social identity groups, knowledge about structural group inequality, motivation to bridge, differences, and action to do so. Segregation by race and social contact did not predict change in confidence and frequency to take social justice action. Prior knowledge about racial inequality and motivation to bridge difference did predict change in action. IGD is a promising cultural competence pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01