Taking a “Hands On ” Approach to Diversity in Higher Education: A Critical-Dialogic Model for Effective Intergroup Interaction

This article reviews divergent empirical evidence on interracial contact. While research on diversity in higher education provides ample evidence for the edu-cational benefits of engaging with diversity in informal interactions or courses, experimental and naturalistic studies in social psychology on interracial interac-tions reveal a complicated picture, showing what appear to be both positive and negative effects. Rather than addressing the question of whether or not to promote interracial interactions on campus, we present a critical-dialogic model of inter-group dialogue that centers on communication processes as an avenue toward intergroup relationships, understanding, and collaboration. Prior research and preliminary results from a nine-university research collaboration provide strong empirical support for the proposed model. We conclude with program and policy considerations for higher education institutions interested in promoting meaning-ful intergroup interaction. ∗Correspondence concerning this article should be addressed to Nicholas Sorensen, Depart