Abstract:
In this thesis, I examine the success of conflict resolution and peer mediation
programs in U.S. middle and high schools. I investigate the ability ofthese programs to
serve students from diverse backgrounds. Using multidisciplinary research literature, I
discuss five factors that impact potential communication, conflict, and its resolution:
gender, race, culture, disability and power. I explain how each of these factors intersects with one another and with the communication experiences of students. I describe the
educational system as an existing institution in an excellent position to effect significant
social change. I review the success ofcurrent programs used in schools and discuss their
sensitivity to and appropriateness in serving students from diverse backgrounds. Finally, I
make recommendations for how to modify programs and curricula to be inclusive of all
students and how to utilize our current educational system as a vehicle for transformative
social change.