ENGAGING DIALOGUE IN OUR DIVERSE SOCIAL WORK STUDENT BODY: A MULTILEVEL THEORETICAL PROCESS MODEL

Abstract

This article presents a theoretical process model for students engaging in dialogic learning about issues of race and anti-oppression. The model identifies conditions present in the dialogue process and demonstrates how these conditions, when coordinated with certain interventions and strategies, help to create particular outcomes for participants. Using qualitative data from 13 intergroup dialogue participants this model builds from previous research that links bias and prejudice reduction to positive and sustained intergroup contact. Results suggest that students involved in this dialogic learning process are also involved in a process of recategorization and efforts to promote social change.