We examined group climate and outcomes in 19 intergroup dialogues (IGD) focused on gender, race and ethnicity, religion and spirituality, sexual orientation, or social class at a large, public university. Group members completed pre- and postdialogue outcome measures of colorblind racial attitudes, ethnocultural empathy, and attitudes toward diversity. Following each weekly session, participants also completed a group climate measure assessing engagement, avoidance, and conflict. Across 8 weeks, group members’ perceptions of engagement significantly increased and their perceptions of avoidance significantly decreased; however, there were no significant changes in perceptions of conflict. In addition, we found significant pre- to postdialogue decreases in 2 aspects of colorblind racial attitudes: blindness to racial privilege (RP) and blindness to institutional discrimination (ID), and significant increases in empathic perspective taking (EPT). Finally, change in individual group members’ perceptions of group engagement over time predicted postdialogue RP, ID, and EPT, when controlling for predialogue scores on the same variables. These findings are discussed in relationship to the critical-dialogic model of IGD, and implications for research and practice are explored.

中文翻译：

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本科多元文化心理学教育中的群体间对话：群体气候发展和成果。

我们在 19 次群体间对话 (IGD) 中检查了群体氛围和结果，重点关注性别、种族和民族、宗教和灵性、性取向或大型公立大学的社会阶层。小组成员完成了对色盲种族态度、民族文化同理心和对多样性的态度的对话前和对话后结果测量。在每周一次的会议之后，参与者还完成了一项评估参与、回避和冲突的小组气候测量。在 8 周内，小组成员的参与感显着增加，回避感显着下降；然而，对冲突的看法没有显着变化。此外，我们发现在色盲种族态度的两个方面，对话前后显着下降：对种族特权（RP）和制度歧视（ID）的盲目性，以及移情观点（EPT）的显着增加。最后，当控制相同变量的对话前分数时，随着时间的推移，个体小组成员对团体参与的看法的变化预测了对话后的 RP、ID 和 EPT。这些发现与 IGD 的批判性对话模型有关，并探讨了对研究和实践的影响。