Intergroup Dialogue at Colgate University: Student Outcomes and Effects

In order to study the effects and outcomes of intergroup dialogue (IGD) on Colgate students, qualitative and quantitative methods were used to collect data. Interviews with 16 Colgate students (two were graduates who currently work at Colgate) were conducted along with data from a post-test survey that was administered to students enrolled in the two Intergroup Dialogue courses. Scales were created using questions and data from the post-test survey to analyze and examine the means of students' answers and the Cronbach Alpha scores. This project used a comparative study as well to examine how levels of exposure to intergroup dialogue pedagogy impacted and effected students. For the comparative study a sample of students was collected from 2 non-IGD diversity courses, 2 partial IGD courses and 2 full IGD courses. Five students were interviewed for the non-IGD courses as well as full IGD courses and six for the courses that used partial IGD. In regards to gender, 13 females were interviewed and 3 males. These methods were used to answer the following questions: 1) what effect does participation in intergroup dialogue have on students attending a liberal arts college? 2) What is the process through which exposure to intergroup dialogue pedagogy leads to these changes in student outcomes? This study solely collected data from Colgate University. This project covers Colgate’s racial climate, past literature, past applicable theories as well as the creation of a new theory, data and methods, quantitative and qualitative results as well a discussion and conclusion section.

为探究群体间对话（Intergroup Dialogue，IGD）对科尔盖特大学（Colgate University）学生的影响与成效，本研究采用定性与定量相结合的方法开展数据采集工作。研究对16名科尔盖特大学学生开展了访谈（其中2名为目前就职于该校的毕业生），同时收集了修读两门群体间对话课程的学生的后测问卷数据。本研究基于后测问卷的题目与数据编制了量表，以分析学生作答的均值及克隆巴赫α系数（Cronbach Alpha）得分。
本研究同时采用比较研究法，探究群体间对话教学法的接触程度对学生产生的影响。本次比较研究的学生样本取自2门非群体间对话的多样性课程、2门部分融入群体间对话内容的课程以及2门完整开设群体间对话课程的班级。其中，非群体间对话课程与完整开设群体间对话课程的学生各访谈5名，部分融入群体间对话内容的课程则访谈了6名学生。按性别划分，受访学生中女性13名，男性3名。
本研究通过上述方法旨在解答以下两个问题：其一，参与群体间对话对就读于文理学院的学生有何影响？其二，接触群体间对话教学法是通过何种路径促使学生出现上述变化的？本研究的数据仅采集自科尔盖特大学。本研究内容涵盖该校的种族氛围、既往研究文献与适用理论，同时包含全新理论的构建、数据与研究方法、定量与定性研究结果，以及讨论与结论部分。