Intergroup Dialogue (IGD) is a social justice educational model that blends theory and experiential learning to facilitate learning about social group identity, social inequality, and intergroup relations. A theory driven practice informed by theories of Social Justice, Social Identity, Conflict, and Contact that include a series of face-to-face meetings between members of two (or more) social groups (e.g. race, gender, sexual orientation, etc.) that have a history of conflict or potential conflict. These meetings are structured (but flexible) and sustained over a period of time where participants explore:
- Commonalities and differences within and between groups
- Differences in privilege and discrimination between (and within) groups
- Intergroup conflicts, and positive uses of conflicts
- Possibilities for alliances and coalitions between groups, and other strategies for social justice.*
*Material taken from The Program on Intergroup Relations, University of Michigan PowerPoint provided at the Training Institute, 6/2015.
Since at least 2015, campus community members have worked to apply and adapt intergroup dialogue to CSULB. Various groups and units have engaged in IGD to explore how we might better serve the diverse student body here at CSULB and engage in equity-mindedness. In Spring 2018, intergroup dialogue (IGD) was formally introduced to the President’s three Commissions on the Status of Women, Sustainability, and Inclusive Excellence. Nearly a year later in 2019, at the final Inclusive Excellence Commission for that academic year, Dr. Locks shared a vision for a centralized IGD initiative on our campus--one that could serve as central space for students, staff, faculty, administrators, alumni, and community members to engage in IGD.
Here are some of the past IGD work that has occurred on our campus:
- Anna Ortiz and the Educational Leadership Department made an early investment in IGD professional development and practice, including sending students and faculty to the University of Michigan institute and incorporating IGD into their EdD curriculum
- Department of Education Caminos grant had an IGD element led by Shametrice Davis
- Shametrice Davis, Anna Ortiz and Ali Gonzalez provided IGD based professional development for undergraduate and graduate advisors
- Leslie Reese and Shametrice Davis lead a semester long IGD series for the President’s Commissions fall 2019.
Given this early investment by educational leaders in the Education Leadership Department in the College of Education and continued support from the Provost’s office, amidst a positive reception across campus from those who have participated in IGD, the campus is at a stage in our IGD use and engagement where the practice has expanded. The following IGD efforts are currently supported by DEI AA.
Shametrice Davis and Carmen McCallum from EMU, are leading a 20-21 academic year IGD series for the Academic Senate Campus Climate committee and a group of High Impact Practice programs, focused on developing Racial Equity Plans. These HIPs include undergraduate research (McNair, Mellon Mays Undergraduate Fellowship, Office of Undergraduate Research Services/UROP, and NIH BUILD) and community-based efforts in the Division of Student Affairs and the Center for Community Engagement.
Shametrice Davis and Angela Locks, are leading a 20-21 academic year IGD series for the Academic Senate Campus Climate committee. The series is focused on the following three areas:
- Explorations: What do we need to explore in order to develop and successfully complete actionable goals?
- Actionable Goals: What are the ultimate, actionable goals we must complete this academic year?
- Equity Mindedness: How do we ensure that equity infuses all aspects (e.g., process, development, implementation) of our actionable goals?
* Shametrice Davis and Carmen McCallum from EMU, are leading a Spring IGD series for the College of Engineering’s Dean's Commission on Equity, Diversity, and Racial Justice.
* B. Ratnesh Nagda and Angela Locks are facilitating a Spring IGD series for the Executive Committee with the Academic Senate. The series is focused on:
- Engaging in self-work and self-exploration as a foundation to disrupt systems of racial exclusion and systemic oppression
- Capacity building for engaging in dialogue on matters of reimagining power and equity-minded leadership in the Academic Senate
- Completion of anti-Black racism module(s); and
- Establish principles of practice from which to examine and enact Academic Senate Policies with greater equity-mindedness and racial inclusion.
DEI AA has convened an IGD working group that will serves as an IGD think tank, that gathers to campus-wide IGD-related needs and ideas to explore how the campus will meet the following short- and long-term IGD goals:
- Develop IGD initiatives that are student- and people-centered, iterative, and adaptive
- IGD credit and noncredit bearing options for undergraduate and graduate students
- Keep IGD equity minded, focused on racial equity and intersectionality (not intersecting identities)
- Develop a train the trainer model, pathway, and program initially for graduate students, then for staff, faculty, undergraduate student leaders and alumni
- Develop a community based centered IGD model, pathway and program with needs defined by local community-based agencies/entities
- Develop a plan/framework for college and division-based IGD work, including an IGD model, pathway and program for managers, MPPs and Executive Leaders
For the 2021-22 Academic Year, the following groups will be offered IGD supported by DEI-AA.