The Effects of Intergroup Dialogue Facilitation Training on Faculty Cultural Responsiveness

ABSTRACT

Research on enhancing the cultural responsiveness of university faculty is imperative. Intergroup Dialogue (IGD) is an effective tool for enhancing empathy and perspective-taking among students who have social identity differences and has begun to be examined among faculty . The current investigation examined the effects of training in IGD for university faculty using a thematic analysis and a quantitative analysis of student perceptions of the faculty. Results indicated that while faculty had similar themes in their responses, students perceived faculty with IGD training as more culturally responsive than faculty with no IGD experience. This suggests that training faculty in IGD methodology may be a promising step in fostering a culturally responsive campus.

KEYWORDS:

• Cultural responsiveness
• intergroup dialogue
• student perceptions
• college faculty

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data that support the findings of this study are available upon request from the authors.