better understanding of the concepts of privilege and oppression as well as inequality and social justice
These theoretical concepts are often difficult for many young people to fully grasp. However, the dialogue program uses experiential activities to help students “see” and understand interlocking systems of privilege and oppression at the interpersonal, structural and institutional level. As one example, the “web of oppression” activity engages participants in trying to untangle a rope that entangles various examples of interpersonal, institutional and structural racism. During the exercise, facilitators help participants make connections between the complexities of privilege and oppression and how societal policies can further perpetuate interpersonal discrimination and vice versa. Although complex racial concepts like privilege and oppression are often difficult for youths to grasp, many of the young people described a basic understanding of the concepts.
Beschreibung der Aktivität
Intergroup Dialogues Program
The 8-week summer program brings together young people of African, Asian, European, Latino/a, and Middle Eastern descent across city and suburb to dialogue on issues of race and ethnicity. Youth engagement and learning about race in a group setting includes a youth-led participatory program evaluation. The case study offers insights on the learning experience and context of youth engagement in community-based intergroup dialogues. Themes include (1) discussing race, (2) learning skills to communicate across different races, (3) grappling with privilege and oppression, and (4) developing leadership.
average age of participants was 16
teilnehmende Kinder und Jugendliche
Evaluierung der Aktivität
Quantitative Fragebogenerhebung (schriftlich/offline), Qualitative Interviewbefragungen (persönlich), Teilnehmende Beobachtung, Fokusgruppen, Sekundäranalyse von Daten, Dokumenten, audiovisuellen Materialien etc.
Each year the program is evaluated using a multimethod approach. The evaluation uses traditional approaches such as a pre- and post-test survey, focus groups, and interviews, in addition to participatory approaches. This article analyzes information using program materials collected during the Youth Dialogues on Race and Ethnicity program from the summer of 2007, including program grants, curriculum, the youth-led participatory evaluation report, and evaluation findings summary.
88 adolescencents from 16 community agency teams