Learning about Difference, Learning with Others, Learning to Transgress

By B. A. Nagda, Chan-Woo Kim, Yaffa Truelove. 2004

155 citations recorded by the source corpus.

Subfields: Communication, Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/bb0c9957658009097178c0d4d5c16fce26fc4caa

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Citations in the corpus

Action-Oriented Democratic Outcomes: The Impact of Student Involvement With Campus Diversity (2005, background): “Taking outward actions that challenge others’ prejudicial biases or taking actions that promote inclusion and more equal relationships between social identity groups supports the goals of a diverse democracy (Nagda et al., 2004).”
The Influence of Multicultural Educational Practices on Student Outcomes and Intergroup Relations (2008, background): “…students and formal classroom discussions regarding issues of race and ethnicity had a positive impact on both student intellectual development and students’ attitudes toward others (e.g., Chang, 1999, 2002; Chang, Astin, & Kim, 2004; Gurin et al., 2002, 2004; Lopez, 2004; Nagda et al., 2004).”
“Putting My Man Face On”: A Grounded Theory of College Men’s Gender Identity Development (2009, background): “gap in the literature about a gendered understanding of men’s identity development as advocated by O’Neil (2004) and Capraro (2004a).”
Breaking Barriers, Crossing Borders, Building Bridges: Communication Processes in Intergroup Dialogues (2006, methodology): “Nagda et al. (2004) identified bridging differences”
Intergroup Contact and Ingroup Reappraisal: Examining the Deprovincialization Thesis (2010, background): “There is empirical evidence for this supposition in several studies, including in the Netherlands (see Verkuyten 2008; see also Hogan and Mallot 2005; Nagda et al. 2004).”
EDUCATING THE WORKFORCE FOR THE 21ST CENTURY: A Cross-Disciplinary Analysis of the Impact of the Undergraduate Experience on Students’ Development of a Pluralistic Orientation (2007, methodology): “Nagda, Kim, and Truelove (2004) have recently used Dovidio et al.’s theory to test the direct and indirect effects of an educational intervention (i.e., intergroup dialogue course) on students’ importance and confidence in promoting diversity and reducing prejudice.”
Improving Intergroup Relations in Higher Education: A Critical Examination of the Influence of Educational Interventions on Racial Bias (2004, methodology): “In addition to the University of Michigan studies, 3 studies relied on data collected from both undergraduate and graduate social work students (Spencer & Nagda, 2002; Nagda et al., 2004; Nagda & Zúñiga, 2003).”