Abstract
Today’s college students will be living and working in a more diverse multicultural world. In order to prepare them, students will need more education in multicultural communication skills. Hye-Gyeong Ohe writes about this skill as intercultural communicative competence and explains the role of teaching this skill at liberal arts colleges (Oge, 2016). Hope College has responded by creating more campus-wide multi-cultural experiences and education opportunities for students. The faculty at Hope College, a liberal arts college in the middle of the United States, has embraced a new way of incorporating intentional dialogue practices into their classrooms using intergroup dialogue (IGD). While these techniques have led to greater student understanding of the other, how this dialogue is taught has differing results and is shaped by both institutional mission stressing liberal arts and by classroom barriers.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsNotes
- 1.
To have access to the strategic plan, please visit this webpage: http://www.hope.edu/offices/president/strategic-plan/
References
Alexander, M. (2012). The new Jim Crow: Mass incarceration in the age of colorblindness. New York: The New Press.
Anner, J. (2000). Having the tools at hand: Building successful multicultural social justice organizations. In M. Adams, W. J. Blumenfeld, R. Castaneda, H. W. Hackman, M. L. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice (pp. 494–498). New York: Routledge.
Beale, R. L., & Schoem, D. L. (2001). The content/process balance in intergroup dialogue. In D. L. Schoem & S. Hurtado (Eds.), Intergroup dialogue: Deliberative democracy in school, college, community, and workplace (pp. 266–279). Ann Arbor, MI: University of Michigan Press.
Bell, L. A., & Griffin, P. (1997). Designing social justice education courses. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice: A sourcebook (pp. 44–58). New York: Routledge.
Burbles, N. (1993). Dialogue for teaching: Theory and practice. New York: Teachers College Press.
Dovidio, J. F., & Gaertner, S. L. (2004). Aversive racism. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 36, pp. 1–51). San Diego, CA: Academic.
Dovidio, J. F., Kawakami, K., & Gaertner, S. L. (2002). Implicit and explicit prejudice and interracial interaction. Journal of Personality and Social Psychology, 82(1), 62–68. https://doi.org/10.1037/0022-3514.82.1.62
Gaither, S. E., & Sommers, S. R. (2013). Living with another-race roommate shapes whites’ behavior in subsequent diverse settings. Journal of Experimental Social Psychology, 49, 272–276.
Griffin, P. (1997). Issues for teachers and trainers: Facilitation social justice education courses. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice: A sourcebook (pp. 279–298). New York: Routledge.
Gurin-Sands, C., Gurin, P., Nagda, B., & Osuna, S. (2012). Fostering a commitment to social action: How talking, thinking, and feeling make a difference in intergroup dialogue. Equity & Excellence in Education, 45(1), 60–79.
Hill, M., & Mullins, M. (2010). A research project for the dean for international and multi-cultural education Hope College. Report presented at the February 22 Hope College Faculty Meeting, Holland, Michigan.
Huggins, C. M., & Stamatel, J. P. (2015). An exploratory study comparing the effectiveness of lecturing versus team-based learning. Teaching Sociology, 43(3), 227–235.
Kovel, J. (1970). White racism: A psychohistory. New York: Pantheon.
Lum, D. (2013). Culturally competent practice: A framework for understanding diverse groups and justice issues (5th ed.). Belmont, CA: Brooks/Cole.
Massey, D. S., & Denton, N. A. (1993). American apartheid: Segregation and the making of the underclass. Cambridge, MA: Harvard University Press.
Maxwell, K. E., Nagda, B. A., & Thompson, M. C. (Eds.). (2011). Facilitating intergroup dialogues: Bridging differences, catalyzing change. Sterling, VA: Stylus Publishing.
Moloney, J., Sowter, B., & Potts, D. (2011). QS global employer survey report 2011: How employers value an international study experience.
Moody, J. (2001). Race, school integration, and friendship segregation in America. American Journal of Sociology, 107(3), 679–716.
Nagda, B., Gurin, P., Sorensen, N., & Zuniga, Z. (1997). Evaluating intergroup dialogue: Engaging diversity for personal and social responsibility. Association of American Colleges & Universities, 12(1), 4–6.
Ohe, H. (2016). Cultivating intercultural communicative competence in liberal arts institutions. In I. Jung, M. Nishimura, & T. Sasao (Eds.), Liberal arts education and colleges in East Asia (pp. 137–150). Singapore, Singapore: Springer.
Passell, P. (1996, May 10). Race, mortgages and statistics. New York Times. pp. D1–D4.
Person, A. R., Dovidio, J. F., & Gaertner, S. L. (2009). The nature of contemporary prejudice: Insights from aversive racism. Social and Personality Psychology Compass, 3, 1–25.
Rychlak, J. F. (1981). Personality and psychotherapy (2nd ed.). Boston: Houghton Mifflin Co..
Schuman, H., Steeh, C., Bobo, L., & Krysan, M. (1998). Racial attitudes in America: Trends and interpretations (revised ed.). Cambridge, MA: Harvard University Press.
Schuman, H., Steeh, C. T., & Doucet, N. (2005). Differences in helping whites and blacks: A meta-analysis. Personality and Social Psychology Review, 9, 2–16.
Shook, N. J., & Fazio, R. H. (2008). Interracial roommate relationships: An experimental field test of the contact hypothesis. Psychological Science, 19(7), 717–723.
Skinner, J., Weinstein, J. N., Sporer, S. M., & Wennberg, J. E. (2003). Racial, ethnic, and geographic disparities in rates of knee arthroplasty among medicare patients. New England Journal of Medicine, 349, 1350–1359.
Smedley, B. D., Stith, A. Y., & Nelson, A. R. (Eds.). (2003). Unequal treatment: Confronting racial and ethnic disparities in health care. Washington, DC: The National Academies Press.
Stolberg, S. G. (2001, May 10). Blacks found on short end of heart attack procedure. New York Times.
Zuniga, X., Nagda, B. A., Chesler, M., & Cytron-Walker, A. (2007.) Intergroup dialogues in higher education: Meaningful learning about social justice (ASHE Higher Education Report (series 32)). San Francisco: Jossey-Bass.
Zuniga, X., & Sevig, T. D. (2000). Bridging the “us/them” divide: Intergroup dialogue and peer leadership. In M. Adams, W. J. Blumenfeld, R. Castaneda, H. W. Hackman, M. L. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice (pp. 488–493). New York: Routledge.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Swanson, D.H., Chavis, L.H. (2019). Promoting Intercultural Communication and Critical Thinking: The Impact of Intergroup Dialogue (IDG) Courses at Hope College, USA. In: Nishimura, M., Sasao, T. (eds) Doing Liberal Arts Education. Education Innovation Series. Springer, Singapore. https://doi.org/10.1007/978-981-13-2877-0_8
Download citation
DOI: https://doi.org/10.1007/978-981-13-2877-0_8
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-2876-3
Online ISBN: 978-981-13-2877-0
eBook Packages: EducationEducation (R0)