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Evaluation of Intervention Programs Designed to Address High School Racial Conflicts

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dc.contributor.author St. Jean, Gerardine
dc.creator St. Jean, Gerardine
dc.date.accessioned 2007-12-11T18:50:26Z
dc.date.available 2007-12-11T18:50:26Z
dc.date.issued 2007-12-11T18:50:26Z
dc.identifier.uri https://hdl.handle.net/1920/2915
dc.description.abstract This dissertation research examines racial conflict—one of the contributors to school violence—and effective intervention programs. This dissertation study presents research-and theory-based integrated intervention programs (a synthesized program with conflict resolution and multicultural components) as an effective resolution to high school racial conflicts. Some schools in the United States have created a database that lists effective intervention programs for specific school problems, but most of the programs only deal with general violence and violence related to substance abuse—none identify effective approaches to racial conflicts at schools. This dissertation research is a unique first step to look at effective techniques and identify appropriate programs to deal with racial conflicts to these databases. It tests the following hypotheses: 1 Educational intervention programs that encompass assimilated multicultural and conflict resolution training contents (integrated programs) in its integrated lessons are more effective at impacting the reduction of racial incidents at high schools. 2 High schools that do not utilize intervention programs with a combination of multicultural and conflict resolution training contents but only rely on strict policies and practices (e.g., laws and rigid discipline) are most effective at reducing the number of racial incidents in high schools. Lastly, the dissertation study describes the development of a model that schools can use to assess their needs and determine steps to implement a suitable intervention program. This research project is a summative evaluation study that uses multiple methods (survey, experiment, and case study) and encompasses a selection of high schools in Pennsylvania that meet the criteria of the study. Principals, teachers, and parents from selected schools are the key participants in the study.
dc.language.iso en_US en
dc.subject racial conflict en_US
dc.subject interventions en_US
dc.subject violence en_US
dc.subject high school en_US
dc.subject racial tension en_US
dc.subject evaluation en_US
dc.title Evaluation of Intervention Programs Designed to Address High School Racial Conflicts en
dc.type Dissertation en
thesis.degree.name Doctor of Philosophy in Conflict Analysis and Resolution en
thesis.degree.level Doctoral en
thesis.degree.discipline Conflict Analysis and Resolution en
thesis.degree.grantor George Mason University en


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