This dissertation examined whether an urban-rural intergroup dialogue (IGD) curriculum intervention can improve participants' (a) awareness of social identities, privilege, and oppression; (b) intergroup understanding and relationships; (c) strategies to engage and intervene; and (d) capacity to advance equity and justice for bridging the…

Children in under-resourced schools are often subjected to a "pedagogy of poverty," in which their school days consist primarily of independently completing worksheets and preparing for assessments. By contrast, children in more affluent schools often experience engaging, hands-on learning opportunities. This discrepancy is identified as…