From Separate Corners to Dialogue and Action

Abstract How can higher education programs engage students in building a shared commons to address inequalities and foster commitment to intergroup collaboration? Intergroup dialogue is one such possibility to provide forums for meaningful engagement among students from diverse backgrounds. Findings...
Ausführliche Beschreibung

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Autor*in:	Nagda, Biren (Ratnesh) A. [verfasserIn] Gurin, Patricia Sorensen, Nicholas Gurin-Sands, Chloé Osuna, Shardae M.

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2009

Schlagwörter:	Intergroup dialogue Intergroup relations Inequality Education Communication Community building

Anmerkung:	© Springer Science+Business Media, LLC 2009

Übergeordnetes Werk:	Enthalten in: Race and social problems - New York, NY [u.a.] : Springer, 2009, 1(2009), 1 vom: März, Seite 45-55
Übergeordnetes Werk:	volume:1 ; year:2009 ; number:1 ; month:03 ; pages:45-55

Links:	Volltext

DOI / URN:	10.1007/s12552-009-9002-6

Katalog-ID:	SPR026253836

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520			\|a Abstract How can higher education programs engage students in building a shared commons to address inequalities and foster commitment to intergroup collaboration? Intergroup dialogue is one such possibility to provide forums for meaningful engagement among students from diverse backgrounds. Findings from field experiments at nine colleges and universities show that students in intergroup dialogues increased significantly more than counterparts in control groups and social science comparison groups in their critiques of inequality and their commitments to post-college action to redress inequalities. Further, students in intergroup dialogues rated the frequency of the core communication processes more highly than the social science comparison students. The communication processes help account for the greater increase in students’ critiques of inequality and commitment to post-college actions.
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912			\|a GBV_ILN_187
912			\|a GBV_ILN_213
912			\|a GBV_ILN_224
912			\|a GBV_ILN_230
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912			\|a GBV_ILN_2011
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912			\|a GBV_ILN_2070
912			\|a GBV_ILN_2086
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912			\|a GBV_ILN_2093
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912			\|a GBV_ILN_2108
912			\|a GBV_ILN_2110
912			\|a GBV_ILN_2111
912			\|a GBV_ILN_2112
912			\|a GBV_ILN_2113
912			\|a GBV_ILN_2116
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912			\|a GBV_ILN_2336
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912			\|a GBV_ILN_2470
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912			\|a GBV_ILN_2548
912			\|a GBV_ILN_4012
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allfields	10.1007/s12552-009-9002-6 doi (DE-627)SPR026253836 (SPR)s12552-009-9002-6-e DE-627 ger DE-627 rakwb eng Nagda, Biren (Ratnesh) A. verfasserin aut From Separate Corners to Dialogue and Action 2009 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer Science+Business Media, LLC 2009 Abstract How can higher education programs engage students in building a shared commons to address inequalities and foster commitment to intergroup collaboration? Intergroup dialogue is one such possibility to provide forums for meaningful engagement among students from diverse backgrounds. Findings from field experiments at nine colleges and universities show that students in intergroup dialogues increased significantly more than counterparts in control groups and social science comparison groups in their critiques of inequality and their commitments to post-college action to redress inequalities. Further, students in intergroup dialogues rated the frequency of the core communication processes more highly than the social science comparison students. The communication processes help account for the greater increase in students’ critiques of inequality and commitment to post-college actions. Intergroup dialogue (dpeaa)DE-He213 Intergroup relations (dpeaa)DE-He213 Inequality (dpeaa)DE-He213 Education (dpeaa)DE-He213 Communication (dpeaa)DE-He213 Community building (dpeaa)DE-He213 Gurin, Patricia aut Sorensen, Nicholas aut Gurin-Sands, Chloé aut Osuna, Shardae M. aut Enthalten in Race and social problems New York, NY [u.a.] : Springer, 2009 1(2009), 1 vom: März, Seite 45-55 (DE-627)599675403 (DE-600)2493937-7 1867-1756 nnns volume:1 year:2009 number:1 month:03 pages:45-55 https://dx.doi.org/10.1007/s12552-009-9002-6 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 1 2009 1 03 45-55
spelling	10.1007/s12552-009-9002-6 doi (DE-627)SPR026253836 (SPR)s12552-009-9002-6-e DE-627 ger DE-627 rakwb eng Nagda, Biren (Ratnesh) A. verfasserin aut From Separate Corners to Dialogue and Action 2009 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer Science+Business Media, LLC 2009 Abstract How can higher education programs engage students in building a shared commons to address inequalities and foster commitment to intergroup collaboration? Intergroup dialogue is one such possibility to provide forums for meaningful engagement among students from diverse backgrounds. Findings from field experiments at nine colleges and universities show that students in intergroup dialogues increased significantly more than counterparts in control groups and social science comparison groups in their critiques of inequality and their commitments to post-college action to redress inequalities. Further, students in intergroup dialogues rated the frequency of the core communication processes more highly than the social science comparison students. The communication processes help account for the greater increase in students’ critiques of inequality and commitment to post-college actions. Intergroup dialogue (dpeaa)DE-He213 Intergroup relations (dpeaa)DE-He213 Inequality (dpeaa)DE-He213 Education (dpeaa)DE-He213 Communication (dpeaa)DE-He213 Community building (dpeaa)DE-He213 Gurin, Patricia aut Sorensen, Nicholas aut Gurin-Sands, Chloé aut Osuna, Shardae M. aut Enthalten in Race and social problems New York, NY [u.a.] : Springer, 2009 1(2009), 1 vom: März, Seite 45-55 (DE-627)599675403 (DE-600)2493937-7 1867-1756 nnns volume:1 year:2009 number:1 month:03 pages:45-55 https://dx.doi.org/10.1007/s12552-009-9002-6 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 1 2009 1 03 45-55
allfields_unstemmed	10.1007/s12552-009-9002-6 doi (DE-627)SPR026253836 (SPR)s12552-009-9002-6-e DE-627 ger DE-627 rakwb eng Nagda, Biren (Ratnesh) A. verfasserin aut From Separate Corners to Dialogue and Action 2009 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer Science+Business Media, LLC 2009 Abstract How can higher education programs engage students in building a shared commons to address inequalities and foster commitment to intergroup collaboration? Intergroup dialogue is one such possibility to provide forums for meaningful engagement among students from diverse backgrounds. Findings from field experiments at nine colleges and universities show that students in intergroup dialogues increased significantly more than counterparts in control groups and social science comparison groups in their critiques of inequality and their commitments to post-college action to redress inequalities. Further, students in intergroup dialogues rated the frequency of the core communication processes more highly than the social science comparison students. The communication processes help account for the greater increase in students’ critiques of inequality and commitment to post-college actions. Intergroup dialogue (dpeaa)DE-He213 Intergroup relations (dpeaa)DE-He213 Inequality (dpeaa)DE-He213 Education (dpeaa)DE-He213 Communication (dpeaa)DE-He213 Community building (dpeaa)DE-He213 Gurin, Patricia aut Sorensen, Nicholas aut Gurin-Sands, Chloé aut Osuna, Shardae M. aut Enthalten in Race and social problems New York, NY [u.a.] : Springer, 2009 1(2009), 1 vom: März, Seite 45-55 (DE-627)599675403 (DE-600)2493937-7 1867-1756 nnns volume:1 year:2009 number:1 month:03 pages:45-55 https://dx.doi.org/10.1007/s12552-009-9002-6 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 1 2009 1 03 45-55
allfieldsGer	10.1007/s12552-009-9002-6 doi (DE-627)SPR026253836 (SPR)s12552-009-9002-6-e DE-627 ger DE-627 rakwb eng Nagda, Biren (Ratnesh) A. verfasserin aut From Separate Corners to Dialogue and Action 2009 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer Science+Business Media, LLC 2009 Abstract How can higher education programs engage students in building a shared commons to address inequalities and foster commitment to intergroup collaboration? Intergroup dialogue is one such possibility to provide forums for meaningful engagement among students from diverse backgrounds. Findings from field experiments at nine colleges and universities show that students in intergroup dialogues increased significantly more than counterparts in control groups and social science comparison groups in their critiques of inequality and their commitments to post-college action to redress inequalities. Further, students in intergroup dialogues rated the frequency of the core communication processes more highly than the social science comparison students. The communication processes help account for the greater increase in students’ critiques of inequality and commitment to post-college actions. Intergroup dialogue (dpeaa)DE-He213 Intergroup relations (dpeaa)DE-He213 Inequality (dpeaa)DE-He213 Education (dpeaa)DE-He213 Communication (dpeaa)DE-He213 Community building (dpeaa)DE-He213 Gurin, Patricia aut Sorensen, Nicholas aut Gurin-Sands, Chloé aut Osuna, Shardae M. aut Enthalten in Race and social problems New York, NY [u.a.] : Springer, 2009 1(2009), 1 vom: März, Seite 45-55 (DE-627)599675403 (DE-600)2493937-7 1867-1756 nnns volume:1 year:2009 number:1 month:03 pages:45-55 https://dx.doi.org/10.1007/s12552-009-9002-6 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 1 2009 1 03 45-55
allfieldsSound	10.1007/s12552-009-9002-6 doi (DE-627)SPR026253836 (SPR)s12552-009-9002-6-e DE-627 ger DE-627 rakwb eng Nagda, Biren (Ratnesh) A. verfasserin aut From Separate Corners to Dialogue and Action 2009 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer Science+Business Media, LLC 2009 Abstract How can higher education programs engage students in building a shared commons to address inequalities and foster commitment to intergroup collaboration? Intergroup dialogue is one such possibility to provide forums for meaningful engagement among students from diverse backgrounds. Findings from field experiments at nine colleges and universities show that students in intergroup dialogues increased significantly more than counterparts in control groups and social science comparison groups in their critiques of inequality and their commitments to post-college action to redress inequalities. Further, students in intergroup dialogues rated the frequency of the core communication processes more highly than the social science comparison students. The communication processes help account for the greater increase in students’ critiques of inequality and commitment to post-college actions. Intergroup dialogue (dpeaa)DE-He213 Intergroup relations (dpeaa)DE-He213 Inequality (dpeaa)DE-He213 Education (dpeaa)DE-He213 Communication (dpeaa)DE-He213 Community building (dpeaa)DE-He213 Gurin, Patricia aut Sorensen, Nicholas aut Gurin-Sands, Chloé aut Osuna, Shardae M. aut Enthalten in Race and social problems New York, NY [u.a.] : Springer, 2009 1(2009), 1 vom: März, Seite 45-55 (DE-627)599675403 (DE-600)2493937-7 1867-1756 nnns volume:1 year:2009 number:1 month:03 pages:45-55 https://dx.doi.org/10.1007/s12552-009-9002-6 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 1 2009 1 03 45-55
language	English
source	Enthalten in Race and social problems 1(2009), 1 vom: März, Seite 45-55 volume:1 year:2009 number:1 month:03 pages:45-55
sourceStr	Enthalten in Race and social problems 1(2009), 1 vom: März, Seite 45-55 volume:1 year:2009 number:1 month:03 pages:45-55
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Intergroup dialogue Intergroup relations Inequality Education Communication Community building
isfreeaccess_bool	false
container_title	Race and social problems
authorswithroles_txt_mv	Nagda, Biren (Ratnesh) A. @@aut@@ Gurin, Patricia @@aut@@ Sorensen, Nicholas @@aut@@ Gurin-Sands, Chloé @@aut@@ Osuna, Shardae M. @@aut@@
publishDateDaySort_date	2009-03-01T00:00:00Z
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language_de	englisch
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author	Nagda, Biren (Ratnesh) A.
spellingShingle	Nagda, Biren (Ratnesh) A. misc Intergroup dialogue misc Intergroup relations misc Inequality misc Education misc Communication misc Community building From Separate Corners to Dialogue and Action
authorStr	Nagda, Biren (Ratnesh) A.
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topic_title	From Separate Corners to Dialogue and Action Intergroup dialogue (dpeaa)DE-He213 Intergroup relations (dpeaa)DE-He213 Inequality (dpeaa)DE-He213 Education (dpeaa)DE-He213 Communication (dpeaa)DE-He213 Community building (dpeaa)DE-He213
topic	misc Intergroup dialogue misc Intergroup relations misc Inequality misc Education misc Communication misc Community building
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title	From Separate Corners to Dialogue and Action
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title_full	From Separate Corners to Dialogue and Action
author_sort	Nagda, Biren (Ratnesh) A.
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author_browse	Nagda, Biren (Ratnesh) A. Gurin, Patricia Sorensen, Nicholas Gurin-Sands, Chloé Osuna, Shardae M.
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author-letter	Nagda, Biren (Ratnesh) A.
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title_sort	from separate corners to dialogue and action
title_auth	From Separate Corners to Dialogue and Action
abstract	Abstract How can higher education programs engage students in building a shared commons to address inequalities and foster commitment to intergroup collaboration? Intergroup dialogue is one such possibility to provide forums for meaningful engagement among students from diverse backgrounds. Findings from field experiments at nine colleges and universities show that students in intergroup dialogues increased significantly more than counterparts in control groups and social science comparison groups in their critiques of inequality and their commitments to post-college action to redress inequalities. Further, students in intergroup dialogues rated the frequency of the core communication processes more highly than the social science comparison students. The communication processes help account for the greater increase in students’ critiques of inequality and commitment to post-college actions. © Springer Science+Business Media, LLC 2009
abstractGer	Abstract How can higher education programs engage students in building a shared commons to address inequalities and foster commitment to intergroup collaboration? Intergroup dialogue is one such possibility to provide forums for meaningful engagement among students from diverse backgrounds. Findings from field experiments at nine colleges and universities show that students in intergroup dialogues increased significantly more than counterparts in control groups and social science comparison groups in their critiques of inequality and their commitments to post-college action to redress inequalities. Further, students in intergroup dialogues rated the frequency of the core communication processes more highly than the social science comparison students. The communication processes help account for the greater increase in students’ critiques of inequality and commitment to post-college actions. © Springer Science+Business Media, LLC 2009
abstract_unstemmed	Abstract How can higher education programs engage students in building a shared commons to address inequalities and foster commitment to intergroup collaboration? Intergroup dialogue is one such possibility to provide forums for meaningful engagement among students from diverse backgrounds. Findings from field experiments at nine colleges and universities show that students in intergroup dialogues increased significantly more than counterparts in control groups and social science comparison groups in their critiques of inequality and their commitments to post-college action to redress inequalities. Further, students in intergroup dialogues rated the frequency of the core communication processes more highly than the social science comparison students. The communication processes help account for the greater increase in students’ critiques of inequality and commitment to post-college actions. © Springer Science+Business Media, LLC 2009
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title_short	From Separate Corners to Dialogue and Action
url	https://dx.doi.org/10.1007/s12552-009-9002-6
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author2	Gurin, Patricia Sorensen, Nicholas Gurin-Sands, Chloé Osuna, Shardae M.
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doi_str	10.1007/s12552-009-9002-6
up_date	2024-07-03T19:47:48.290Z
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