Intergroup Dialogue, Education and Action (IDEA) Center
 
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Programs & Courses
Publications & Presentations
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Published Resources

  • Adair, M., & Howell, S. (1997). Breaking old patterns, weaving new ties. San Francisco, CA: Tools for Change.
  • Adams, M., Bell, L. A., & Griffin, P. (Eds.) (1997). Teaching for diversity and social justice: A sourcebook. New York: Routledge.
  • Alimo, C., Kelly, R.D., & Clark, C. (2002). Intergroup dialogue program student outcomes and implications for campus racial climate: A case study. Multicultural Education, 10 (1) 49-53
  • Allport, G. (1954). The Nature of Prejudice. Cambridge, MA: Addison-Wesley.
  • Arnold, R., Burke, B., James, C., D’Arcy, M., & Thomas, B. (1991). Educating for a change. Toronto, Ontario: Between the Lines and the Doris Marshall Institute for Education and Action.
  • Becker, C., Chasin, L., Chasin, R., Herzig, M., & Roth, S. (1995). From stuck debate to new conversation on controversial issues. Journal of Feminist Family Therapy, 7(1/2), 143-63.
  • Berman, S. (n.d.). A comparison of dialogue and debate. Mimeograph. Boston, MA: Educators for Social Responsibility.
  • Brewer, M. B. & Kramer, R. M. (1985). The Psychology of Intergroup Attitudes and Behavior. Annual review of Psychology, 36, 219-43.
  • Brief of National Education Association, et. al. (2003). Amici Curiae in Support of Respondents. Grutter v. Bollinger, et al., No. 02-241; Gratz v. Bollinger, et al., No. 02-516.
  • Brief of the American Psychological Association as Amici Curiae in Support of Respondents. Grutter v. Bollinger, et al., No. 02-241 (2003); Gratz v. Bollinger, et al., No. 02-516
  • Chang, M. J. (1999). Does racial diversity matter? The educational impact of a racially diverse undergraduate population. Journal of College Student Development, 40, 377-395.
  • Chang, M. J., Hakuta, K., and Jones, J. (2002). Compelling Interest: Examining the evidence on racial dynamics in colleges and universities. Palo Alto, CA: Stanford University Press.
  • Downing, R., Lubensky, M.E., Sincharoen, S., Gurin, P., Crosby, F.J., Queriolo, S., and Franco, J. (2002). "Affirmative action in higher education." Diversity Factor,10 (2) pp 15-20.
  • Du Bois, P., & Hutson, J. J. (1997). Bridging the racial divide: A report on interracial dialogue in America. Hadley, MA: Common Wealth Printing.
  • Duncan, G. J., Boisjoly, J., Levy, D. M., Kremer, M., & Eccles, J. (2003). "Empathy or antipathy? The consequences of racially and socially diverse peers on attitudes and behaviors." (Accessed June 1, 2003). Available at http://www.jcpr.org/wp/Wpprofile.cfm
  • Ellinor, L. & Gerard, G. (1998). Dialogue: Rediscover the transforming power of conversation. New York: John Wiley & Sons.
  • Freire. P. (1993). Pedagogy of the oppressed. New York: Continuum.
  • Freire, P. (1998). Pedagogy of freedom: Ethics, democracy and civic courage. Boston, MA: Rowman and Littlefield.
  • Geranios, C. (1997). Cognitive, affective and behavioral outcomes of multicultural courses and intergroup dialogues in higher education. Unpublished doctoral dissertation, Arizona State University.
  • Goodman, D. & Shapiro, S. (1997). Sexism curriculum design. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice: A sourcebook (pp. 110-140). New York: Routledge.
  • Grutter v. Bollinger et al., U.S. 539 (2003), 02-241
  • Gurin, P. (1999) New research on the benefits of diversity in college and beyond: an empirical analysis. Diversity Digest, Spring, 5.
  • Gurin, P. (1999, September). The benefits of diversity: a theoretical and empirical analysis. College Board News, 28, 3.
  • Gurin, P., Dey E.L., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72(3), 330-366.
  • Gurin, P., Dey, E.L., Gurin, G., and Hurtado, S. How Does Diversity Promote Education? Western Journal of Black Studies, 27(1), 20-29.
  • Gurin, P., Gurin, G., Dey, E.L., and Hurtado, S. (2004). Educational benefits of diversity. In Gurin, P., Lehman, J., and Lewis, E. (Eds.). Defending diversity: Michigan's Affirmative Action cases. Ann Arbor, MI: University of Michigan Press.
  • Gurin, P., Nagda, B. A., Lopez, G. (2004). The benefits of diversity in education for democratic citizenship. Journal of Social Issues, 60(1), 17-34.
  • Gurin, P., Peng, T., Lopez, G., & Nagda, B. A. (1999). Context, identity, and intergroup relations. In D. Prentice & D. Miller (Eds.). Cultural divides: The social psychology of intergroup contact.
  • Hurtado, S. (2001). Linking diversity with educational purpose: How the diversity impacts the classroom environment and student development. In G. Orfield (Ed.), Diversity challenged: Legal crisis and new evidence. Cambridge, MA: Harvard Publishing Group.
  • Hurtado, S., Dey, E.L., Gurin, P. and Gurin, G. (2003). The college environment, diversity, and student learning. In J.S. Smart (Ed.), Higher education: Handbook of theory and research, Vol. 18 (145-189). Amsterdam: Luwer Academic Press.
  • Khuri, M.L. (2003). Facilitating Arab-Jewish dialogue in the college setting. Unpublished manuscript (under review, Race Ethnicity & Education).
  • Lefley, H.P. (1985) Impact of cross-cultural training on Black and White mental health professionals. International Journal of Intercultural Relations, 9, 305-318.
  • Lopez, G.E., Gurin, P., & Nagda, B.A. (1998). Education and understanding structural causes for group inequalities. Political Psychology, 19(2), 305-329.
  • McCoy, M., & Sherman, R. (1994). Bridging divides of race and ethnicity. National Civic Review, (83),2, 111-119.
  • Mildred, J., & Zúñiga, X. (2004). Working with resistance to diversity issues in the classroom: Lessons from teacher training and multicultural education. Smith College Studies in Social Work 74(2), 359-375.
  • Nagda, B. A. (1991). Experiential learning: A collection of exercises for Pilot Program instructors. Ann Arbor, MI: University of Michigan Pilot Program.
  • Nagda, B. A., & Zúñiga, X. (2003). Fostering meaningful racial engagement through intergroup dialogues. Group Processes and Intergroup Relations, 6(1), 111-128.
  • Nagda, B. A., Gurin, P., & Lopez, G. E. (2003) Transformative pedagogy for democracy and social justice. Race Ethnicity & Education, 6(2), 165-191.
  • Nagda, B. A., Kim, C. W. & Truelove, Y. (2004). Learning about difference, learning with others, learning to transgress. Journal of Social Issues, 60(1), 195-214.
  • Narayan, U. (1988). Working together across difference: Some considerations on emotions and political practice. Hypatia, 3(2).
  • Norman, A. J. (1991). Third party intervention in the management of Arab/Jewish conflict: a case study. Journal of Multicultural Social Work, 1(2), 51-64.
  • Norman, A. J. (1994). Black-Korean relations: from desperation to dialogue, or from shouting and shooting to sitting and talking. Journal of Multicultural Social Work, 3 (2), 87-99.
  • Orfield, G. and Whitla, D. (2001). Diversity and legal education: Student experiences in leading law schools. In Orfield, G. and Kurlaender, M. (Eds.). Diversity challenged: Evidence on the impact of Affirmative Action, Cambridge, MA: Harvard Publishing Group.
  • Pettigrew, T. (1998). Intergroup contact theory. Annual Review of Psychology, 49, 65-85.
  • Pettigrew, T., & Tropp, L. (2000). Does intergroup contact reduce prejudice? Recent meta-analytic findings. In S. Oskamp. (Ed.). Reducing prejudice and discrimination (pp. 93-114). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Pheterson, G. (1990). Alliances between women: Overcoming internalized oppression and internalized domination. In L. Albrecht & R. Brewer (Eds.), Bridges of power: Women’s multicultural alliances (pp. 34-48). Philadelphia, PA: New Society Publishers.
  • Robinson, J.W., Jr., & Preston, J.D. (1976). Equal status contact and modification of racial prejudice: A reexamination of the contact hypothesis. Social Forces, 54, 911-924.
  • Ruenzel, D. (1997, Spring). Crucial conversations. Teaching Tolerance, 19-23.
  • Saunders, H. H. (1999). A public peace process: Sustained dialogue to transform racial and ethnic conflicts. New York: St. Martin’s Press.
  • Schoem, D., & Hurtado, S. (Eds.) (2001). Intergroup Dialogue: Deliberative democracy in school, college, community and workplace. Ann Arbor, MI: University of Michigan Press.
  • Steinwachs, B. (1992). How to facilitate a debriefing. Simulation and Gaming, 23(2), 186-95.
  • Stephan, W., & Stephan, C. W. (1996). Intergroup relations. Boulder, CO: Westview Press.
  • Stephan, W., & Stephan, C. W. (2001). Improving intergroup relations. Thousand Oaks, CA: Sage.
  • Thompson, M.C., Brett, T.G. & Behling, C. (2001) Educating for social justice: The program on intergroup relations, conflict, and community at the University of Michigan. In D. Schoem & S. Hurtado (Eds.), Intergroup dialogue: Deliberative democracy in school, college, community and workplace (pp. 99-114). Ann Arbor, MI: University of Michigan.
  • Vasques-Scalera, C. (1999). Democracy, diversity and dialogue: Education for critical multicultural citizenship. Unpublished doctoral dissertation, University of Michigan.
  • Weiler, J. (1995). Finding shared meaning: Reflections on dialogue. An interview with Linda Tuerfs. Seeds of Unfolding, 11(1), 4-10.
  • Werkmeister-Rozas, L. (2003) The effect of intergroup dialogue on cross-racial friendships and cross-racial interaction in a learning environment. Unpublished doctoral dissertation, Smith College School of Social Work.
  • Wijeyeisinghe, C., Griffin, P. & Love, B. (1997). Racism curriculum design. In M. Adams, L. Bell & P. Griffin (Eds.), Teaching for diversity and social justice: A sourcebook, pp. 82-107. New York: Routledge.
  • Yeakley, A. (1998). The nature of prejudice change: Positive and negative change processes arising from intergroup contact experiences. Unpublished doctoral dissertation, University of Michigan.
  • Zúñiga, X., & Nagda, B. A. (1993). Dialogue groups: An innovative approach to multicultural learning. In D. Schoem, L. Frankel, X. Zúñiga, & E. Lewis (Eds.), Multicultural teaching in the university (pp. 233-248). Westport, CT: Praeger.
  • Zuñiga, X., & Sevig, T. D. (1997). Bridging the "us/them" divide through intergroup dialogues and peer leadership. Diversity Factor, 6(2), 23-28.
  • Zúñiga, X., Nagda, B. A., & Sevig, T. D. (2002). Intergroup dialogues: An educational model for cultivating engagement across differences. Equity and Excellence in Education, 35(1),7-17.
  • Zúñiga, X. (2003, January-February). Bridging differences through intergroup dialogues. About Campus, 7(6), 8-16.
  • Zúñiga, X., Williams, E., & Berger, J. (2005) Action-oriented democratic outcomes: The impact of student involvement with campus diversity. Journal of College Student Development, 46(6), 660-678.