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The effect of intergroup dialogue on...

Werkmeister Rozas, Lisa Marie.

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The effect of intergroup dialogue on cross-racial friendships and cross-racial interaction in a learning environment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effect of intergroup dialogue on cross-racial friendships and cross-racial interaction in a learning environment./
作者:	Werkmeister Rozas, Lisa Marie.
面頁冊數:	242 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1412.
Contained By:	Dissertation Abstracts International64-04A.
標題:	Social Work. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3087809

The effect of intergroup dialogue on cross-racial friendships and cross-racial interaction in a learning environment.
Werkmeister Rozas, Lisa Marie.

The effect of intergroup dialogue on cross-racial friendships and cross-racial interaction in a learning environment. - 242 p.

Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1412.

Thesis (Ph.D.)--Smith College School for Social Work, 2003.

A quasi-experimental, multi-method, non-equivalent comparison group design was used to examine the effects that Intergroup Dialogue (IGD) had on student's cross-racial friendships and interactions and explored the dialogue model structure and process. Pre- and post-survey data was collected over a ten-week period from a sample of convenience. The sample consisted of 79 college students, 27 were Intergroup Dialogue participants and 52 were not.Subjects--Topical Terms:

617587
Social Work.

The effect of intergroup dialogue on cross-racial friendships and cross-racial interaction in a learning environment.
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245 1 0 $a The effect of intergroup dialogue on cross-racial friendships and cross-racial interaction in a learning environment.
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500 $a Chair: Joyce E. Everett.
502 $a Thesis (Ph.D.)--Smith College School for Social Work, 2003.
520 $a A quasi-experimental, multi-method, non-equivalent comparison group design was used to examine the effects that Intergroup Dialogue (IGD) had on student's cross-racial friendships and interactions and explored the dialogue model structure and process. Pre- and post-survey data was collected over a ten-week period from a sample of convenience. The sample consisted of 79 college students, 27 were Intergroup Dialogue participants and 52 were not.
520 $a Findings supported the study's primary hypothesis. IGD participants did experience greater change in the racial diversity of friendship groups and in their cross-racial interactions. However, the second hypothesis positing that the level of importance participants placed on certain aspects of the program's structure would be related to the diversity level in their friendship groups, was only partially supported.
520 $a Face to face and self-reflection interviews were conducted with 13 dialogue participants to explore the IGD process. A condition/consequence matrix was developed translating the participants' experience into a theoretical model.
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