Equity & Excellence in Education
Volume 45, Issue 1 (2012)
pages 14-35
DOI: 10.1080/10665684.2012.643180
Kristie A. Ford, Assistant Professor of Sociology
Skidmore College, Saratoga Springs, New York
Victoria K. Malaney
Skidmore College, Saratoga Springs, New York
How do students of color and multiracial students learn to make sense of and navigate race within historically white institutions (HWIs)? And, what pedagogies and inter-/intragroup dynamics facilitate increased understanding of issues of race, racial identity development, and racism in the U.S.? This project examines students’ of color (SOC) and multiracial students’ learning in the Intergroup People of Color–White People Dialogues and Intragroup Multiracial Identity Dialogues at a small private liberal arts college in the Northeast. Through qualitative, inductively-derived analyses of student papers, this study advances understanding of how SOC/multiracial students make sense of their own racial group membership and how they navigate raced interactions in college. It also continues and extends national efforts to conduct and disseminate research on both the substantive nature and process of the Inter-/Intragroup Dialogues and their impact on students.
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