dc.contributor.author |
Povenmire-Kirk, Tiana Cadye, 1974- |
|
dc.date.accessioned |
2009-03-06T01:52:04Z |
|
dc.date.available |
2009-03-06T01:52:04Z |
|
dc.date.issued |
2008-12 |
|
dc.identifier.uri |
http://hdl.handle.net/1794/8714 |
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dc.description |
xiii, 101 p. ; ill. (some col.) A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. |
en |
dc.description.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. |
en |
dc.description.sponsorship |
Committee in Charge:
Dr. Anita Weiss, International Studies;
Dr. Lynn Fujiwara, Women's and Gender Studies;
Dr. Jocelyn Hollander, Sociology |
en |
dc.language.iso |
en_US |
en |
dc.publisher |
University of Oregon |
en |
dc.relation.ispartofseries |
University of Oregon theses, Interdisciplinary Studies Program:Individualized Program, M.S., 2008; |
|
dc.title |
What We Have Here is a Failure to Communicate: Conflict Resolution and Peer Mediation Programs in Middle and High Schools in the U.S. and Their Ability to Serve Students from Diverse Backgrounds |
en |
dc.type |
Thesis |
en |