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breaking barriers, crossing borders, building bridges
Journal of Social Issues, Vol. 62, No. 3, 2006, pp. 553--576
Breaking Barriers, Crossing Borders, Building
Bridges: Communication Processes in Intergroup
Dialogues
Biren (Ratnesh) A. Nagda∗
University of Washington, Seattle
Research in intergroup contact and intergroup education is increasingly focused on
the psychological and pedagogical processes to explain the impact of interventions
on desired outcomes. This emerging scholarship has enriched our understanding
about what types of interventions are effective or not and how these interventions
impact outcomes of prejudice reduction and social inclusion. In the present study, a
new theoretical dimension of processes operating in intergroup contact and educa-
tion is investigated: communication processes. Factor analyses of communication
processes within an intergroup encounter, using data from a pretest/posttest design
with a diverse group of students (n = 211), revealed four factors: (1) appreciating
difference, (2) engaging self, (3) critical self-reflection, and (4) alliance building.
Furthermore, path analysis shows that these communication processes fully medi-
ate the impact of intergroup dialogue on bridging differences. The communication
processes illuminate a deeper understanding of what happens within the context
of intergroup encounters and provide a link between pedagogical strategies and
psychological processes.
Pettigrew’s (1998) reformulation of intergroup contact theory proposed
friendship potential as an essential fifth condition for optimal contact, in addition
to Allport’s (1954) original conditions of authority sanction, equal group status,
common goals, and intergroup cooperation. Going beyond simple acquaintance
potential (described by Cook, 1962), friendship potential involves interactions that
∗Correspondence concerning this article should be addressed to Biren (Ratnesh) A. Nagda,
School of Social Work, University of Washing
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