Kristie A. Ford is Professor of Sociology and Director of the Intergroup Relations Program at Skidmore College, USA.

• Table of Contents Part 1: Contextualizing Intergroup Dialogue (IGD) Facilitation Introduction: The Power of DialogueKristie A. Ford Skidmore College as a National Leader: Institutional Context and Methods of Inquiry Kristie A. FordPart 2: IGD Facilitator ReflectionsHigher Educational Institutions Preface to the Auto-EthnographiesKristie A. Ford On Becoming a Social Justice AdvocateVictoria K. Malaney Social Justice in Action and InactionSarah FaudeSchools, Non-Profits, and Community Organizations Learning the Meaning of True AdvocacyTeshika R. Hatch Interrogating PrivilegeLuna Malachowski Bajak Toward a New Operational Paradigm for Social JusticeStephen A. Bissonnette Synthesizing Patterns: Developing as Advocates for Change Communicating Differently Post-College: An Analysis of IGD Skills and OutcomesHeather J. Lipkin and Kristie A. Ford Working Towards Social Justice AdvocacyKristie A. Ford and Heather J. Lipkin A White Male’s Post-College Reflections on Race, Resistance, and Social Change Kristie A. FordPart 3: Beyond IGD Facilitation "I Wouldn’t be the Person I Am Without IGR": Implications and ConclusionsKristie A. Ford and Heather J. Lipkin The Dialogue Continues: The Future of IGDStephen A. Bissonnette and Victoria K. Malaney

Dr. Kristie Ford and colleagues provide an important contribution to our understanding of the post-college life and career choices following students’ roles as intergroup dialogue facilitators and intergroup relations minors. The narratives are compelling and illuminate the broader transferable skills that leadership in undergraduate social justice education offers. This book supports what many of us in higher education have believed---leadership in social justice activities creates powerful advocates and allies that use their learning as they navigate personal and professional relationships. I highly recommend this book for social justice educators who are mentoring undergraduates and especially for student leaders considering their post-college options.--Kelly Maxwell, Co-Director and Lecturer, The Program on Intergroup Relations, University of Michigan, USA

Kristie A. Ford is Professor of Sociology and Director of the Intergroup Relations Program at Skidmore College, USA.

• Table of Contents Part 1: Contextualizing Intergroup Dialogue (IGD) Facilitation Introduction: The Power of DialogueKristie A. Ford Skidmore College as a National Leader: Institutional Context and Methods of Inquiry Kristie A. FordPart 2: IGD Facilitator ReflectionsHigher Educational Institutions Preface to the Auto-EthnographiesKristie A. Ford On Becoming a Social Justice AdvocateVictoria K. Malaney Social Justice in Action and InactionSarah FaudeSchools, Non-Profits, and Community Organizations Learning the Meaning of True AdvocacyTeshika R. Hatch Interrogating PrivilegeLuna Malachowski Bajak Toward a New Operational Paradigm for Social JusticeStephen A. Bissonnette Synthesizing Patterns: Developing as Advocates for Change Communicating Differently Post-College: An Analysis of IGD Skills and OutcomesHeather J. Lipkin and Kristie A. Ford Working Towards Social Justice AdvocacyKristie A. Ford and Heather J. Lipkin A White Male’s Post-College Reflections on Race, Resistance, and Social Change Kristie A. FordPart 3: Beyond IGD Facilitation "I Wouldn’t be the Person I Am Without IGR": Implications and ConclusionsKristie A. Ford and Heather J. Lipkin The Dialogue Continues: The Future of IGDStephen A. Bissonnette and Victoria K. Malaney

Dr. Kristie Ford and colleagues provide an important contribution to our understanding of the post-college life and career choices following students’ roles as intergroup dialogue facilitators and intergroup relations minors. The narratives are compelling and illuminate the broader transferable skills that leadership in undergraduate social justice education offers. This book supports what many of us in higher education have believed---leadership in social justice activities creates powerful advocates and allies that use their learning as they navigate personal and professional relationships. I highly recommend this book for social justice educators who are mentoring undergraduates and especially for student leaders considering their post-college options.--Kelly Maxwell, Co-Director and Lecturer, The Program on Intergroup Relations, University of Michigan, USA

Kristie A. Ford is Professor of Sociology and Director of the Intergroup Relations Program at Skidmore College, USA.

• Table of Contents Part 1: Contextualizing Intergroup Dialogue (IGD) Facilitation Introduction: The Power of DialogueKristie A. Ford Skidmore College as a National Leader: Institutional Context and Methods of Inquiry Kristie A. FordPart 2: IGD Facilitator ReflectionsHigher Educational Institutions Preface to the Auto-EthnographiesKristie A. Ford On Becoming a Social Justice AdvocateVictoria K. Malaney Social Justice in Action and InactionSarah FaudeSchools, Non-Profits, and Community Organizations Learning the Meaning of True AdvocacyTeshika R. Hatch Interrogating PrivilegeLuna Malachowski Bajak Toward a New Operational Paradigm for Social JusticeStephen A. Bissonnette Synthesizing Patterns: Developing as Advocates for Change Communicating Differently Post-College: An Analysis of IGD Skills and OutcomesHeather J. Lipkin and Kristie A. Ford Working Towards Social Justice AdvocacyKristie A. Ford and Heather J. Lipkin A White Male’s Post-College Reflections on Race, Resistance, and Social Change Kristie A. FordPart 3: Beyond IGD Facilitation "I Wouldn’t be the Person I Am Without IGR": Implications and ConclusionsKristie A. Ford and Heather J. Lipkin The Dialogue Continues: The Future of IGDStephen A. Bissonnette and Victoria K. Malaney

Dr. Kristie Ford and colleagues provide an important contribution to our understanding of the post-college life and career choices following students’ roles as intergroup dialogue facilitators and intergroup relations minors. The narratives are compelling and illuminate the broader transferable skills that leadership in undergraduate social justice education offers. This book supports what many of us in higher education have believed---leadership in social justice activities creates powerful advocates and allies that use their learning as they navigate personal and professional relationships. I highly recommend this book for social justice educators who are mentoring undergraduates and especially for student leaders considering their post-college options.--Kelly Maxwell, Co-Director and Lecturer, The Program on Intergroup Relations, University of Michigan, USA