Gender inequities in science, technology, engineering, and math (STEM) fields persist and calls have been made for continued efforts to challenge systemic sexism in STEM. In response to these calls, we examined the experiences of undergraduate and graduate STEM students who participated in an intergroup dialogue (IGD) focused on gender and sexism in STEM. We conceptualize IGD as a form of "justice-centered" STEM pedagogy, designed to bring together individuals from different social identity groups with a history of tension between them (in this case, women and men in STEM) for sustained, face-to-face communication. The goals of the dialogue included (1) building relationships and understanding across genders, (2) developing a critical awareness of male privilege and systemic oppression (i.e., sexism), and (3) promoting capacities to work toward gender equity in STEM. The dialogue followed a modified version of an empirically validated model of IGD. Eight students participated in the IGD and post-IGD interviews. Through grounded theory analyses of these interviews, four themes emerged including Barriers to Dialogue, Facilitative Factors, Cognitive and Attitudinal Outcomes, and Behavioral Outcomes. Ultimately, we engaged in theoretical integration around a core theme of perspective-taking to characterize these young scientists' experiences in IGD. We explore the implications for STEM education and research and practice of IGD and conclude that IGD on gender, sexism, and intersecting forms of privilege and oppression in STEM has the potential to challenge inequitable cultures.