Colleges and Intergroup relations

So, how do colleges address and encourage natural experiences and dialogue? Some colleges are attempting to address discrimination through offering intergroup dialogue classes, sessions, and even entire majors devoted to intergroup relations. Some goals of intergroup relations programs are to foster spaces for students to interact. Intergroup dialogues are intended to be spaces to connect students through broadening their understanding of those who they perceive to fit into some different groups. This strategy is consistent with Allport’s Contact Hypothesis which emphasizes the value of positive contact in decreasing negative stereotypes (Schneider, Gruman, & Coutts, 2013).

The University of Michigan offers several intergroup dialogue classes for students to participate in. Once students are approved to participate in a 3-credit class, they are placed into a specific “topic placement such as race, ethnicity, SES, Gender, etc.” (Michigan State, 2018). The dialogues are facilitated by trained students who encourage dialogue and discussion in response to reading materials (Michigan State, 2018). A goal of these dialogues is to encourage and foster a culturally diverse community where students are treated respectfully and equally. This program focuses on rich and meaningful conversations with intentionally diverse groups.

Villanova University offers something a little different to Michigan state, as they offer up to three, 1-credit intergroup relation courses to their students as free electives. Noting that “One credit IGR courses are designed to prepare students to create dialogues in situations where understanding and listening are needed” (Villanova, 2018). A goal of this initiative is to encourage and equip students for authentic and respectful interactions. This program defines intergroup relations as an “educational experience about issues of social justice” (Villanova, 2018). These classes are structured to better understand differences among group members through dialogue, exercises, and readings. Each class focuses on a specific topic such as gender, racial identity, sexual orientation, and socioeconomic status and students are encouraged to take more than one course.

Intergroup relations groups encourage participation and thoughtful responses to topics related to various stereotypes and biases. They aim to address issues within society, colleges, and even personally. Colleges are addressing conflict resolution through contact hypothesis by providing spaces for students to find commonalities by interacting with one another (Schneider, Gruman, & Coutts, 2013).  Consistent with Allport’s hypothesis, intergroup relations aim to address perceived inequalities and foster a space for understanding where all participants are treated equally (Schneider, Gruman, & Coutts, 2013). Through providing opportunities for students to positively interact with one another equally and respectfully, colleges are aiming to encourage a stronger community.

Colleges are taking a variety of approaches to address inequality, discrimination, and diversity. In my opinion, colleges have a responsibility to give their students opportunities to learn from one another. I am not certain what approach is the best to take and I would assume that people have different experiences and perspectives of what approach is most appropriate to encourage a healthy and diverse community. However, it is extremely important that educational settings make connecting people and breaking down barriers a priority. Colleges must address discrimination directly and offer learning opportunities for students while also ensuring a safe and healthy community for all students.

References

Schneider, F. W. (2012). Applied Social Psychology: Second Edition. Thousand Oaks, CA: SAGE Publications, Inc.

University of Michigan. (2018). Intergroup Dialogues. Retrieved from The Program of Intergroup Relations: https://igr.umich.edu/article/intergroup-dialogues

Villanova University. (2018). Office of the Provost. Retrieved from Villanova.edu: http://www1.villanova.edu/villanova/provost/diversity/igr.html

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2 comments

  1. I find it interesting that the Univ. of Michigan students are assigned a specific topic verses being able to choose which group they want. This seems like it would be more beneficial because people are likely inclined to choose something they are more comfortable with verses something completely outside of their comfort zones. And that this is offered as a three-credit course seems as though more students would be interested in signing up. Where as the one-credit course offered at Villanova University. Regardless the fact that the universities are acknowledging that there is a problem and taking the contact hypothesis approach.

    Once class that I found interesting at Penn State was the Human Development and Family Studies: Sexual Identity course. Although there was not direct contact and exposure to other intergroups in person there was a focus on the LGBTI community that was extensive and allowed for perceptions to be challenged and changed. There was student interaction through weekly class discussions as well as a few live discussions with the professor and a smaller group of students which gave a more intimate feel. The Bikmen study states that intergroup contact had been found highly effective when improving attitudes towards gays and lesbians and though it was not on campus like Univ. of Michigan and Villanova Univ, the course allows for some of the same benefits.

    Bikmen, N. (2011). Asymmetrical effects of contact between minority groups: Asian and black students in a small college. Cultural Diversity and Ethnic Minority Psychology, 17(2), 186-186-194. doi:10.1037/a0023230

    Pennsylvania State University, World Campus (2018). PSYCH 424: Lesson 6: Intergroup Relations/Diversity. Retrieved from CANVAS: https://psu.instructure.com/courses/1924488/modules

  2. I find both of these programs to be very interesting and if it were available to me I would definitely want to take either of them. It does appear these courses meet the three conditions of the Contact Hypothesis: the students in the course have equal status, a common goal of gaining an understanding of different races, socioeconomic status, ethnicity, gender, etc., and institutional support, (PSU WC L6, p3). Hopefully, it will produce the intergroup respect necessary for others to perceive the marginalized lower status groups as favorable and in turn for the marginalized lower status groups to have a higher regard for the higher status groups, (Bikmen, 2011, p.187).

    Based on the results of the Bikmen study, showing asymmetrical effects, I wonder if these courses will have a positive effect on those in the lower status groups towards the higher status groups? Since the Michigan students must be approved to take the course, I would also be curious to know what criteria has to be met to gain approval to take these courses and why? There is no indication that Villanova has any approval process for students to take the course, I would be curious to know who is taking the courses and what their majors are? Is anyone measuring the success of either of these programs?

    I do agree with you that these types of educational experiences and courses are important and necessary to offer at universities. In fact, if proven successful I think high-school students may benefit from these types of courses as well.

    References:

    Bikmen, N. (2011). Asymmetrical effects of contact between minority groups: Asian and black students in a small college. Cultural Diversity and Ethnic Minority Psychology, 17(2), 186-186-194. doi:10.1037/a0023230

    Penn State University World Campus. (2018). PSYCH424: Applied Social Psychology. Lesson 6: Intergroup Relations/Diversity. from: https://psu.instructure.com/courses/1924488/modules/items/23682591

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