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Bridging the Urban-Rural Divide Through Intergroup Dialogue: A Quantitative Study
Bridging the Urban-Rural Divide Through Intergroup Dialogue: A Quantitative Study
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211153026
- ISBN
- 9798342746779
- DDC
- 378
- 저자명
- Liu, Charles.
- 서명/저자
- Bridging the Urban-Rural Divide Through Intergroup Dialogue: A Quantitative Study
- 발행사항
- [Sl] : Michigan State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 220 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
- 주기사항
- Advisor: Renn, Kristen A.
- 학위논문주기
- Thesis (Ph.D.)--Michigan State University, 2024.
- 초록/해제
- 요약This dissertation examined whether an urban-rural intergroup dialogue (IGD) curriculum intervention can improve participants' (a) awareness of social identities, privilege, and oppression; (b) intergroup understanding and relationships; (c) strategies to engage and intervene; and (d) capacity to advance equity and justice for bridging the urban-rural divide. Urban-rural IGD was intended to increase individual and collective learning centered on participants' social identities. Through six virtual sessions, participants explored and sought to grow their learning by cultivating an understanding of concepts related to urban-rural identity, individual/institutional oppression and privilege, and inclusive practices; developing skills for building inclusive communities, productive engagement across differences, and effective conflict management; and, finally, engaging in experiential learning that promotes development centered on social justice and inclusion.To understand the breadth and depth of their urban-rural IGD learning experiences, participants were asked to provide survey responses before-and-after taking part in an urban- rural IGD curriculum centered on urban-rural identities. 27 students participated in the spring and summer 2024 semesters' urban-rural IGD (Cohort 1, n = 11; Cohort 2, n = 10; Cohort 3, n = 6). There were 8 urban (30%), 10 suburban (37%), and 9 rural (33%) participants. Participants self-identified gender identities were as follows: 20 women (74%), 5 men (19%), and 2 non-binary (7%). Regarding racial/ethnic identities, 16 participants self-identified as White (59%), 4 as African American/Black (15%), 2 as Hispanic/Latinx (7%), 2 as Middle Eastern American (7%), 2 as multiracial (7%), and 1 as Asian (4%). I expanded previous IGD before-and-after evaluation surveys (Gurin et al., 2013; Kaplowitz et al., 2023). I also included open-ended survey questions to substantiate the t-test for detecting statistical significance in all four factors.I found that participants from urban, rural, and suburban areas showed statistically significant (p .05) growth on all four factors through a 6-session urban-rural IGD curriculum. Qualitative open-ended responses are consistent with the quantitative results and further contextualize the understanding of participants' fuller experiences reported in urban-rural IGD's pre- and post-surveys. Ultimately, this dissertation intends to provide U.S. higher education institutions with IGD strategies to help narrow a divide, starting with urban, suburban, and rural college students and their meaningful interactions across social identities.
- 일반주제명
- Higher education
- 일반주제명
- Educational leadership
- 일반주제명
- Education
- 키워드
- College students
- 기타저자
- Michigan State University Higher Adult and Lifelong Education - Doctor of Philosophy
- 기본자료저록
- Dissertations Abstracts International. 86-05A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008250123s2024 us c eng d■001000017164639
■00520250211153026
■006m o d
■007cr#unu||||||||
■020 ▼a9798342746779
■035 ▼a(MiAaPQ)AAI31633925
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a378
■1001 ▼aLiu, Charles.▼0(orcid)0000-0003-3272-222X
■24510▼aBridging the Urban-Rural Divide Through Intergroup Dialogue: A Quantitative Study
■260 ▼a[Sl]▼bMichigan State University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a220 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-05, Section: A.
■500 ▼aAdvisor: Renn, Kristen A.
■5021 ▼aThesis (Ph.D.)--Michigan State University, 2024.
■520 ▼aThis dissertation examined whether an urban-rural intergroup dialogue (IGD) curriculum intervention can improve participants' (a) awareness of social identities, privilege, and oppression; (b) intergroup understanding and relationships; (c) strategies to engage and intervene; and (d) capacity to advance equity and justice for bridging the urban-rural divide. Urban-rural IGD was intended to increase individual and collective learning centered on participants' social identities. Through six virtual sessions, participants explored and sought to grow their learning by cultivating an understanding of concepts related to urban-rural identity, individual/institutional oppression and privilege, and inclusive practices; developing skills for building inclusive communities, productive engagement across differences, and effective conflict management; and, finally, engaging in experiential learning that promotes development centered on social justice and inclusion.To understand the breadth and depth of their urban-rural IGD learning experiences, participants were asked to provide survey responses before-and-after taking part in an urban- rural IGD curriculum centered on urban-rural identities. 27 students participated in the spring and summer 2024 semesters' urban-rural IGD (Cohort 1, n = 11; Cohort 2, n = 10; Cohort 3, n = 6). There were 8 urban (30%), 10 suburban (37%), and 9 rural (33%) participants. Participants self-identified gender identities were as follows: 20 women (74%), 5 men (19%), and 2 non-binary (7%). Regarding racial/ethnic identities, 16 participants self-identified as White (59%), 4 as African American/Black (15%), 2 as Hispanic/Latinx (7%), 2 as Middle Eastern American (7%), 2 as multiracial (7%), and 1 as Asian (4%). I expanded previous IGD before-and-after evaluation surveys (Gurin et al., 2013; Kaplowitz et al., 2023). I also included open-ended survey questions to substantiate the t-test for detecting statistical significance in all four factors.I found that participants from urban, rural, and suburban areas showed statistically significant (p .05) growth on all four factors through a 6-session urban-rural IGD curriculum. Qualitative open-ended responses are consistent with the quantitative results and further contextualize the understanding of participants' fuller experiences reported in urban-rural IGD's pre- and post-surveys. Ultimately, this dissertation intends to provide U.S. higher education institutions with IGD strategies to help narrow a divide, starting with urban, suburban, and rural college students and their meaningful interactions across social identities.
■590 ▼aSchool code: 0128.
■650 4▼aHigher education administration
■650 4▼aHigher education
■650 4▼aEducational leadership
■650 4▼aEducation
■653 ▼aCollege students
■653 ▼aIntergroup dialogue
■653 ▼aTeaching and learning
■653 ▼aUrban-rural-suburban
■690 ▼a0446
■690 ▼a0745
■690 ▼a0449
■690 ▼a0515
■71020▼aMichigan State University▼bHigher, Adult, and Lifelong Education - Doctor of Philosophy.
■7730 ▼tDissertations Abstracts International▼g86-05A.
■790 ▼a0128
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164639▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
