Senior Researcher at Vital Research, Manpreet Dhillon Brar, PhD, led an intervention study to address inequities in enrollment in and completion of higher education due to race, ethnicity, gender identity, and other social identities. The study titled “Intergroup Dialogue Empowering Action for Transforming Equity in Higher Education,” has been published in the journal Education Sciences. It explores educational inequities and examines how universities can promote inclusion, access, and equity in challenging socio-political environments.

The intervention involved a virtual, multi-site Intergroup Dialogue (IGD) program that engaged students, faculty, and staff from eight universities in California. Participants engaged in over 20 hours of facilitated workshops to generate dialogue around systemic barriers and develop critical awareness, aiming to enhance intergroup relations and promote equitable graduation outcomes through sustained action. The study measured how participants felt toward others from different racial, ethnic, and gender backgrounds (empathy) and how well they understood different perspectives (understanding), in addition to action behaviors among participants.

Key Findings:

• Increased Empathy and Understanding: Surveys conducted before and after the workshops showed that participants significantly increased their empathy and understanding of different viewpoints. They also showed a greater interest in taking action to promote equity and improve future outcomes. Participants felt more comfortable engaging in difficult conversations about race, ethnicity, gender, and socioeconomic status.
• Enhanced Action Behaviors: Participants were more likely to take part in activities focused on resisting oppression. They also felt more confident and reported higher frequency of engaging in various actions to address equity issues.
• Development of Action Projects: Following the intergroup dialogue workshops, participants developed 10 action projects aimed at closing equity gaps as a part of the program. These projects addressed critical issues such as student engagement, data-informed decision-making, and administrative barriers through storytelling, resource dissemination, dialogue programming, and policy advocacy as sample activities.

This research was a collaborative effort between researchers and practitioners, co-authored by Jessica Morales-Chicas, Stacy Morris, Imalay Rivera, and Rebecca Cannara. It is particularly noteworthy as the article documents the impact of IGD in virtual settings, an area with limited prior studies. The findings demonstrate that IGD can significantly enhance empathy, communication skills, and action behaviors among diverse university stakeholders, making it a powerful tool for promoting equity and inclusion in higher education.

“We are incredibly proud of Manpreet’s contribution to this important field of study,” said Cathy Coddington, PhD, Vital Research Partner. “Her work exemplifies our commitment to advancing equity and inclusion through rigorous research and innovative methodologies.”

Dr. Dhillon Brar commented on the work, saying, “This intervention and study underscore the importance of creating spaces for meaningful dialogue in higher education. By fostering empathy and understanding, we can empower students, faculty, and staff to take actionable steps toward closing equity gaps and promoting inclusive excellence.”

The published study shares a glimpse of what is possible when faculty, staff, and students collaborate across campuses to address equity issues. Dr. Dhillon Brar hopes the study serves as an example of how university communities can come together to foster understanding, empathy, and action, especially during challenging times for equity efforts.

For more information, contact Vital Research at info@vitalresearch.com or (888) 848-2511.