{'fraction_non_alphanumeric': 0.0165016501650165, 'fraction_numerical': 0.0, 'mean_word_length': 5.408450704225352, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
An Evaluation of Intergroup Dialogue Pedagogy: Addressing Segregation and Developing Cultural Competency

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 aware-ness 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.