Learning Across Difference in Facilitated Small Groups: Measuring Intergroup Dialogue Change

Intergroup dialogue (IGD) is a co-facilitated small-group educational intervention designed to foster engagement across differences through relationship building, dialogic skill development, and action-oriented learning. Using retrospective pretest-posttest survey data from 175 student and staff/faculty participants in 21 voluntary IGD groups at a large, public, predominantly White institution, this study tests an integrated four-factor framework of IGD learning: Awareness, Intergroup Relationships, Action to Intervene, and Capacity to Advance Equity. Results support the four-factor structure, measurement invariance across race, and significant reported change across all four learning areas.