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Transcript of PEACEBUILDERS AND THE VALUES OF CULTURALLY DIVERSE STUDENTS
8/9/2019 PEACEBUILDERS AND THE VALUES OF CULTURALLY DIVERSE STUDENTS
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PEACEBUILDERS AND THE VALUES OF
CULTURALLY DIVERSE STUDENTS
____________________
A Project
Presented to the
Fac!t" o#
Ca!$#orn$a State Un$%ers$t"&
San Bernard$no
____________________
In Part$a! F!#$!!'ent
o# the Re($re'ents #or the De)ree
*aster o# Arts
$n
Interd$sc$+!$nar" Std$es
____________________
,"
Dan Car'$chae! -e!!'
Dece',er .//0
8/9/2019 PEACEBUILDERS AND THE VALUES OF CULTURALLY DIVERSE STUDENTS
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PEACEBUILDERS AND THE VALUES OF
CULTURALLY DIVERSE STUDENTS
_____________________
A Project
Presented to the
Fac!t" o#
Ca!$#orn$a State Un$%ers$t"&
San Bernard$no
____________________
,"
Dan Car'$chae! -e!!'
Dece',er .//0
A++ro%ed ,"1
_ _________Rand$ *$!!er& Soc$o!o)" Date
______________________________________
Sa' Cro2e!!& Edcat$on
ABSTRACT
Peer 'ed$at$on& con#!$ct reso!t$on and soc$a!
enhance'ent +ro)ra's are ,e$n) sed $n !ar)er +ro+ort$ons $n
$$
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schoo!s thro)hot the contr"3 *an" schoo!s and schoo!
d$str$cts are t$!$4$n) these +ro)ra's to head o## stdent
%$o!ence& reso!%e stdent con#!$cts and +ro'ote schoo! 2$de
har'on"3 A!tho)h $t 'a" ,e ar)ed that schoo!s do not
the'se!%es teach %a!es d$rect!" as a crr$c!'& con#!$ct
reso!t$on +ro)ra's do teach stdents %a!es ,oth o%ert!"
and co%ert!"3 It 'st ,e nderstood that 2hen stdents
$nteract 2$th teachers& %a!es trans'$ss$on 'a" ,e a
res$da! a##ect o# the$r $nteract$on3 The %a!es that th$s
std" a$'s to e5a'$ne are those o%ert!" ta)ht thro)h a
con#!$ct a%o$dance 'ode!3 *" atte'+t $s to $dent$#" the
$dea!s and ,e!$e#s o# the PeaceB$!der con#!$ct6tra$n$n)
'ode! and deter'$ne ho2 the" transcend the c!tra! %a!es
o# %ar$os stdent +o+!at$ons3 Theses +ro)ra's tend to
ha%e 7one6s$4e6#$ts a!!8 att$tdes ,$!t $nto the'3
There#ore& stdents 2$!! e$ther ,e #orced to con#or' to the
%a!es d$ctated ," the do'$nant c!tre or ,e $dent$#$ed as
,e$n) host$!e to the edcat$ona! s"ste' 9Chen) :;;<=3
De to the #act that or soc$et" $s co'+osed o# a 2$de
cross sect$on o# tho)hts and o+$n$ons& stdents 'a" ha%e
d$##$c!t" $n a!ter$n) the$r ,eha%$ora! +atterns3 It $s
$'+erat$%e that the tho)hts& o+$n$ons and %a!es o# these
'ode!s ,e cons$stent 2$th c!tra! %a!es and not ,e
c!tra!!" $'+er$a!$st$c3 D$scret$on sho!d ,e a d$ctat$n)
#orce 2hen co'+$!$n) a 'ode! that transcends the !$%es o#
stdents3 C!tra! re!e%ance needs to ,e e5erc$sed as a
tr$s' that he!+s d$ctate 2hat %a!es 2$!! ,e $nst$!!ed $n
the !$%es o# stdents3
There are se%en essent$a! (est$ons I $ntend to ans2er
$n th$s std"3
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:= Does PeaceB$!ders address the c!tra! d$%ers$t"
o# the stdent +o+!at$on $n re)ards o# the %a!es
$t $ntends to each>
.= ?$!! the c!tra! %a!es o# A#r$can6A'er$cans&
F$!$+$no6A'er$cans and *e5$can6A'er$cans ,e
d$##erent than the %a!es ta)ht $n Peace C$rc!es>
@= ?$!! the +arents o# A#r$can6A'er$can& F$!$+$no6
A'er$can and *e5$can6A'er$can stdents see the ho'e
and re!$)$os $nst$tt$ons as a 'ore $n#!ent$a!
edcator o# %a!es than schoo!s>
0= Are the tenets o# PeaceB$!ders $n !$ne 2$th the
$nherent c!tra! %a!es and nor's o# A#r$can6
A'er$can& F$!$+$no6A'er$can and *e5$can6A'er$can
stdents>
= ?$!! stdents act 2$th$n $n the$r c!tra! nor' and
not 2$th$n the nor' o# the PeaceB$!der 'ode! 2hen
$n PeaceC$rc!es>
= ?hether %a!es are ta)ht o%ert!" or co%ert!"& 2ho
dec$des 2hat %a!es are to ,e ta)ht>
= Is there a d$##erence ,et2een edcat$ona! %a!es and
c!tra! %a!es>
Stdents are $n#!enced ," 'an" ots$de #actors& #ro'
+eer +ressre to nso!$c$ted do)'at$c +reach$n)3 Yet& the
%a!es that schoo!s teach sho!d ,e care#!!" scrt$n$4ed to
ascerta$n 2hether or not the" con#or' to the %a!es o# the
co''n$t$es that the stdents re+resent3 Va!es are e%er
+resent $n the !$%es o# stdents3 The (est$on sho!d not ,e
a,ot 2hether or not %a!es are ta)ht& ,t ho2 and 2hat
$%
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2o!d ,e the ,est 2a" to teach stdents to ,e +ro,!e'
so!%ers and cr$t$ca! th$ners 2ho can 'ae sond +ersona!
cho$ces3
%
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AC-NO?LED*ENTS
Th$s +roject 2o!d not ha%e ,een +oss$,!e 2$thot the
ass$stance and s++ort o# Dr3 Rand$ *$!!er and Dr3 Sa'
Cro2e!!3 I 2o!d !$e to acno2!ed)e the PeaceB$!ders
+ro)ra' #or creat$n) a +ro)ra' 2hose )oa! $s to erad$cate
%$o!ence #ro' the !$%es o# ch$!dren& schoo!s and
co''n$t$es3
%$
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TABLE OF CONTENTS
ABSTRACT33333333333333333333333333333333333333333333333$$$
AC-NO?LED*ENTS33333333333333333333333333333333333333333%$
LIST OF TABLES33333333333333333333333333333333333333333335
LIST OF FIURES333333333333333333333333333333333333333335$
CHAPTER ONE1 INTRODUCTION
Bac)rond333333333333333333333333333333333333333333:
Pr+ose o# Std"333333333333333333333333333333333333.
Theoret$ca! Base3333333333333333333333333333333333330
O,ject$%es3333333333333333333333333333333333333333330
De#$n$t$on o# Ter's333333333333333333333333333333333
S''ar" 33333333333333333333333333333333333333333333<
CHAPTER T?O1 PEACEBULDERS
Pro)ra' O%er%$e233333333333333333333333333333333333:/
The Bas$c Strctre o# PeaceC$rc!es3333333333333333:@
S''ar" 33333333333333333333333333333333333333333333:
CHAPTER THREE1 REVIE? OF LITERATURE
PeaceB$!ders33333333333333333333333333333333333333:
C!tra! D$'ens$ons33333333333333333333333333333333:;
C!tra! Va!es333333333333333333333333333333333333..
Schoo! Based Con#!$ct Reso!t$on Pro)ra's3333333333.
Edcat$ona! Va!es333333333333333333333333333333333.<
Interc!tra! Co''n$cat$on3333333333333333333333@0
Stdent Ach$e%e'ent33333333333333333333333333333333@
Isses Addressed $n th$s Std"333333333333333333333@
Conc!s$on33333333333333333333333333333333333333333@
%$$
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CHAPTER FOUR1 *ETHODOLOY
Introdct$on333333333333333333333333333333333333333@;
Des$)n o# In%est$)at$on3333333333333333333333333333@;
Descr$+t$on o# Schoo! Po+!at$on33333333333333333330/
Sa'+!e333 333333333333333333333333333333333333333330.
Data Co!!ect$on3333333333333333333333333333333333330
Treat'ent3333333333333333333333333333333333333333330
Data Ana!"s$s and Procedres333333333333333333333330
L$'$tat$ons o# Sa'+!e3333333333333333333333333333330
Conc!s$on333333333333333333333333333333333333333330<
CHAPTER FIVE1 RESULTS AND DISCUSSION
Introdct$on3333333333333333333333333333333333333330;
Parent Sr%e"333333333333333333333333333333333333330;
Presentat$on o# F$nd$n)s333333333333333333333333333.
S''ar" o# F$nd$n)s33333333333333333333333333333333.
CHAPTER SI1 CONCLUIONS AND RECO**ENDATIONS
Introdct$on333333333333333333333333333333333333333
Un$%ersa!$t" o# PeaceB$!ders Tenets333333333333333
C!tra! D$'ens$ons o# PeaceB$!ders333333333333333;
L$'$tat$ons o# the Std"333333333333333333333333333@
Conc!d$n) Re'ars333333333333333333333333333333333<
APPENDI A1 SURVEY33333333333333333333333333333333333333<:
APPENDI B1 RA? DATA333333333333333333333333333333333333<0
REFERENCES 3333333333333333333333333333333333333333333333;/
%$$$
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LIST OF TABLES
Ta,!e :3 Free and Redced Lnch E!$)$,$!$t" $de&Un$ted States De+art'ent o# A)r$c!tre33 3:
$5
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LIST OF FIURES
F$)re :3 D$str$,t$on o# Stdents ,"RaceGEthn$c$t" 3333333333333333333333333333330.
F$)re .3 ender o# Res+ondents33333333333333333333333.
F$)re @3 B$rth+!ace o# Parent Sa'+!e 33333333333333333@
F$)re 03 Parent Res+onse Pra$se C!tra! Va!e333333330
F$)re 3 Parent Res+onse See$n) ?$se Peo+!e C!tra! Va!e3333333333333333333333333333333
F$)re 3 Parent Res+onse R$)ht ?ron)s C!tra!
Va!e3333333333333333333333333333333333333333
F$)re 3 Parent Res+onse Not$ce Hrts C!tra!Va!e3333333333333333333333333333333333333333
F$)re <3 Parent Res+onse $%e U+ Pt6Do2ns C!tra!Va!e3333333333333333333333333333333333333333
F$)re ;3 Parent Res+onse Trth Verss V$rte33333333333
Figure 10. Parent Response Golden Rule..................58
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$$$
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CHAPTER ONE
INTRODUCTION
Bac)rond
PeaceB$!ders $s a +ro)ra' 2$de!" sed $n schoo!s $n
)rades -6:. thro)hot the Un$ted States and 2or!d2$de3 The
+ro)ra' +ro%$des a 'atr$5 o# +re%ent$on& se!#6e##$cac"& and
res$!$enc" strate)$es 9Chr$st$e Petr$e :;;=3
PeaceB$!ders a!so reco)n$4es the r$s #actors that 'a"
encora)e ant$6soc$a! ,eha%$ors 2h$!e h$)h!$)ht$n) +os$t$%e
#actors that 2$!! redce or e!$'$nate ant$6soc$a! ,eha%$or3
Pr$'ar$!"& the a$' o# PeaceB$!ders $s to ,$!d res$!$enc"
or co+$n) s$!!s $n a!! o# the +ro)ra's +art$c$+ants3 The
+ro)ra's +h$!oso+h" d$ctates a !$#e chan)e $n h'an
$nteract$on3 PeaceB$!ders ad%ocates that stdents& schoo!s
and co''n$t$es #o!!o2 a +rescr$,ed n',er o# tenets that
each $nd$%$da! !$%es ," and +ract$ces da$!"3 It a!so
+ro'otes stdent +art$c$+at$on $n a n',er o# act$%$t$es
that do not 'ed$ate& ,t end +eer re!ated con#!$cts3
PeaceB$!ders +r$des $tse!# on the #act that $t $s not a
con#!$ct reso!t$on +ro)ra'& ,t a !$#e st"!e that '$n$'$4es
con#!$ct and +ro'otes har'on" $n the !$%es o# $ts
+art$c$+ants3
:
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Pr+ose o# Std"
The +r+ose o# th$s std" $s to e5a'$ne the
e##ect$%eness o# the PeaceB$!ders +ro)ra' as $t re!ates to
c!tra!!" d$%erse stdent $n a -6 )rade sett$n)3
S+ec$#$ca!!"& th$s std" e5a'$nes ho2 the PeaceB$!ders
con#!$ct6tra$n$n) +ro)ra' %a!$dates or contrad$cts the
c!tra! %a!es o# A#r$can6A'er$can& F$!$+$no6A'er$can and
*e5$can6A'er$can stdents3
Accord$n) to stat$st$cs #ro' the Ca!$#orn$a De+art'ent
o# Edcat$on 9NCES& Yoth Ind$cators& :;;=& d$%ers$t" has
$ncreased dra'at$ca!!" o%er the +ast decade3 In :;;& J o#
US ch$!dren ,et2een the a)es 6: 2ere ?h$te& :J 2ere
B!ac& :@J 2ere H$s+an$c& J 2ere As$anG Pac$#$c Is!ander&
Nat$%e A'er$can or A!asan Nat$%e3 Nat$ona! +o+!at$on
+roject$ons ,et2een the "ears .///G././ $nd$cates that the
+ercenta)e o# '$nor$t" ch$!dren ,et2een the a)es 6: $s
+rojected to )ro2 'ch #aster that the n',er o# ?h$te
ch$!dren3 Dr$n) th$s t$'e +er$od the n',er o# H$s+an$c
ch$!dren ,et2een the a)es :06: 2$!! $ncrease :J and 0J
,et2een the a)es o# 6:@3 The +ercenta)e o# As$anGPac$#$c
Is!ander& Nat$%e A'er$can and A!asan Nat$%e ch$!dren
,et2een the a)es o# :06: $s +rojected to $ncrease ," @J&
and those ,et2een the a)es o# 6:@ are +rojected to $ncrease
," J3 In contrast the n',er o# ?h$te ch$!dren ,et2een thea)es o# 6:@ $s +rojected to decrease ," ::J and those
,et2een the a)es o# 6:0 $s +rojected to decrease ," :/J
9NCES& Yoth Ind$cators& :;;=3 A!tho)h the n',er o#
.
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'$nor$t" stdents $n the US has $ncreased& the Nat$ona!
Edcat$on Assoc$at$on 9:;;= sho2s that ;/3 J o# a!! +,!$c
schoo! teachers are ?h$te3
?$th the n',er o# ethn$ca!!" d$%erse stdents
$ncreas$n) and the n',er o# ?h$te teachers and schoo!
+ersonne! re'a$n$n) stat$c& con#!$ct re)ard$n) %$e2s and
+erce+t$on 2$!! !$e!" $ncrease3 *an" o# these +ro,!e's 2$!!
ar$se #ro' d$##er$n) 2or!d%$e2s and +ers+ect$%es3 For
e5a'+!e& research ," Darter 9:;;0= sho2s that so'e
,$c!tra! stdents e5h$,$t ,eha%$ors $ncons$stent 2$th
'a$nstrea' %a!es or nor's3 Stdents 'a" de'onstrate th$s
ant$6esta,!$sh'ent ,eha%$or as +ass$%e res$stance to the
$nst$tt$ons that do not acno2!ed)e or acce+t h$s or her
ethn$c& !$n)$st$c or c!tra! $dent$t"3
Be$n) that PeaceB$!ders $s a 2$de!" t$!$4ed +ro)ra'
thro)hot the U3S3 and $nternat$ona!!" $t $s $'+erat$%e
that the +ro)ra' addresses a!! se)'ents o# the stdent
+o+!at$on3 A!tho)h PeaceB$!ders does conta$n a d$%erse
cast o# characters and $cons a!on) 2$th 'ater$a!s $n
S+an$sh& the +ro)ra' 'er$ts #rther std"& $n +art$c!ar the
re!at$onsh$+ ,et2een the PeaceB$!ders 'ode! and c!tra!
%a!es3Theoret$ca! Base
Th$s std" $s ,ased on the #ondat$ons o# the
d$sc$+!$ne o# $nterc!tra! co''n$cat$on& s+ec$#$ca!!" the
2or o# Ho#stede 9:;;=3 Acce+t$n) that nat$ona! c!tre $s
an o%err$d$n) #actor that de#$nes or 2or!d%$e2& $s the
@
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cornerstone o# th$s std"3 Fnda'enta! acce+tance o# the
ro!e o# c!tre& as de#$ned ," Ho#stede& $s essent$a! to
th$s ana!"s$s3 Accord$n) to Ho#stede& nat$ona! c!tre $s
the do'$nant shared c!tre o# nat$ons ,ased on +o!$t$ca!
n$ts3
H"+otheses
Th$s +roject $s ,ased on the #o!!o2$n) h"+otheses3
:= The n$%ersa!$t" o# the PeaceB$!ders tenets& 2h$ch
are the #ondat$on o# the +ro)ra'& are not at a!!
n$%ersa! and do not 'eet the needs o# a d$%erse
stdent +o+!at$on and soc$et"3
.= The ac($s$t$on o# %a!es e'anates #ro' the #a'$!"
n$t& or #a'$!" !$e strctres& rather than #ro'
edcat$ona! $nst$tt$ons3
O,ject$%es
There are no no2n std$es that e5a'$ne PeaceB$!ders
#or $ts ada+ta,$!$t" to d$%erse c!tra! %a!es and
+ers+ect$%es3 Becase o# $ts +o+!ar$t" and the $ncreas$n)!"
d$%erse stdent +o+!at$on $n 'an" U3S3 schoo!s& $t $s
$'+erat$%e to test the c!tra! %$a,$!$t" o# +ro)ra's !$e
PeaceB$!ders3
The o,ject$%es o# th$s std" are to1:= Deter'$ne the c!tra! re!e%ance o# PeaceB$!ders as
$t re!ates to A#r$can6A'er$can& F$!$+$no6A'er$can
0
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and *e5$can6A'er$can stdents ," address$n) the
d$'ens$ons o# nat$ona! c!tre3
.= Deter'$ne the de)ree to 2h$ch& as $dent$#$ed ,"
Ho#stede& the +ro)ra's tenets con#or' to
the c!tra! %a!es o# A#r$can6A'er$can& *e5$can6
A'er$can and F$!$+$no6A'er$can +arents3
@= Deter'$ne 2here stdents !earn %a!es3
0= Deter'$ne 2h$ch set o# %a!es& edcat$ona! or
c!tra!& ha%e the 'ost $n#!ence on stdent
,eha%$or& as $t re!ates to PeaceB$!ders3
De#$n$t$on o# Ter's
Terms used in this study attain their origins in the
works of Heartsprings Inc. (1997, 1996, 1995, & 1994)
and Hofstede (1997). The purpose of identifying these
terms is to ass$st the reader $n nderstand$n) the
d$%er)ent $deas and theor$es sed $n th$s std"3
• PeaceB$!ders3 A +ro6soc$a! and non%$o!ent schoo! ,ased
$nter%ent$on +ro)ra'3 The a,,re%$at$on PB 9PeaceB$!ders=
2$!! ,e sed #or the re'a$nder o# th$s std"3
• Peace C$rc!es3 A #or' s$'$!ar to the c!ass 'eet$n) 2here
stdents !earn ho2 to )$%e and rece$%e co'+!$'ents3
A )ro+ ,ased !earn$n) #or' des$)ned to #ocs and
enhance PeaceB$!d$n) s$!!s3 The a,,re%$at$on PC
9PeaceC$rc!e= 2$!! ,e sed #or the re'a$nder o# th$s
std"3
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• PeaceB$!der3 An $nd$%$da! 2ho +art$c$+ates $n PB
act$%$t$es3
• Nat$ona! C!tre3 The do'$nant shared c!tre o#
nat$ons ,ased on +o!$t$ca! n$ts3
• D$'ens$ons3 An as+ect o# c!tre that can ,e 'easred $n
re!at$onsh$+ to other c!tres3
• *asc!$neG Fe'$n$ne3 Soc$et$es 2here )ender ro!es are
c!ear!" de#$ned3 Soc$et$es 2here )ender ro!es o%er!a+3
• Co!!ect$%eG Ind$%$da!3 Soc$et$es 2h$ch +eo+!e #ro' ,$rth
on2ards are $nte)rated $nto stron)& cohes$%e $n)ro+s&
2h$ch thro)hot +eo+!es !$#et$'e cont$ne to +rotect
the' $n e5chan)e #or n(est$on$n) !o"a!t"3 Soc$et$es $n
2h$ch t$es ,et2een $nd$%$da!s are !oose1 e%er"one $s
e5+ected to !oo a#ter h$'se!# or herse!# and h$s or her
$''ed$ate #a'$!"3
• Uncerta$nt" A%o$dance3 The e5tent that 'e',ers o# a
c!tre #ee! threatened ," ncerta$n or nno2n
c$rc'stances3
• Po2er D$stance3 The 2a" $n 2h$ch the !ess +o2er#!
'e',ers o# $nst$tt$ons and or)an$4at$ons 2$th$n a
contr" e5+ect and acce+t that +o2er $s d$str$,ted
ne(a!!"3
• Con#c$an D"na'$s'3 Re#ers to !on)6ter' and short6ter'
or$entat$ons $n !$#e3
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• A#r$can6A'er$cans3 Peo+!e o# A#r$can decent res$d$n) $n
the Un$ted States o# A'er$ca3 The ter' $s s"non"'os 2$th
B!acs and A#ro6A'er$cans3 The a,,re%$at$on A6A 9A#r$can6
A'er$can= 2$!! ,e sed $n the *ethodo!o)" and Res!ts and
D$scss$on sect$ons o# th$s std"3
• F$!$+$no6A'er$cans3 Peo+!e o# F$!$+$no decent res$d$n) $n
the Un$ted States o# A'er$ca3 The a,,re%$at$on F6A
9F$!$+$no6A'er$can= 2$!! ,e sed $n the *ethodo!o)" and
Res!ts and D$scss$on sect$ons o# th$s std"3
• *e5$can6A'er$cans3 Peo+!e o# *e5$can decent res$d$n) $n
the Un$ted States o# A'er$ca3 The a,,re%$at$on *6A
9*e5$can6A'er$can= 2$!! ,e sed $n the *ethodo!o)" and
Res!ts and D$scss$on sect$ons o# th$s std"3
S''ar"
Th$s std" atte'+ts to e5tract the c!tra! or !ac o#
c!tra! ,as$s and $ntent$on $nherent $n the PeaceB$!der
+ro)ra'3 A)a$n stat$n) that 2$th an $ncreas$n)!" d$%erse
stdent +o+!at$on 'easres need ,e $'+!e'ented to address
the needs and concerns o# a!! stdent and not on!" a
se!ected #e23
The #o!!o2$n) cha+ter +ro%$des an o%er%$e2 o# the
PeaceB$!der +ro)ra'3 Th$s o%er%$e2 o# the +ro)ra'
+ro%$des a ,as$c nderstand$n) o# the 'ajor co'+onents o#
the +ro)ra' a!on) 2$th $ts +h$!oso+h$ca! ,ac)rond3
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Cha+ter three re%$e2s the !$teratre that $s re!e%ant
to th$s std"3 Var$os d$sc$+!$nes 2ere std$ed $n order to
)ras+ the n'eros e!e'ents across d$sc$+!$nes3
Cha+ter #or e5+!a$ns the 'ethodo!o)" sed #or th$s
std"3 In add$t$on& $t d$scsses the +o+!at$on that too
+art $n the std"3
Ne5t& cha+ter #$%e d$scsses the #$nd$n)s and res!ts
o# th$s research3
F$na!!"& cha+ter s$5 e5+!ores the conc!s$ons o# the
std"3 Add$t$ona!!"& $t +ro%$des reco''endat$ons ,ased on
the research +rocess #or #tre $'+!e'entat$on o# the
+ro)ra'3
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CHAPTER T?O
PEACEBUILDERS
Pro)ra' O%er%$e2
PeaceB$!ders $s an $nc!s$%e schoo! c!$'ate +ro)ra'&
de%e!o+ed ," Dr3 Denn$s E',r"& 2h$ch creates a +eace#!
!earn$n) en%$ron'ent #or stdents& ," decreas$n) %$o!ence
and d$sr+t$%e ,eha%$or and $ncreas$n) +os$t$%e& res+ect#!&
and tho)ht#! ,eha%$or3 A co''on !an)a)e and h$)h
e5+ectat$ons ,eco'e schoo! nor's3 PB $s a 2a" o# !$#e3 The
+ro)ra' $s de#$ned and descr$,ed $n the PB 'ater$a!
d$str$,ted to schoo!s that t$!$4e the +ro)ra'3 It $s a
da$!" +ro)ra' 2here stdents !earn +ro6soc$a! and non6
%$o!ent 2a"s o# dea!$n) 2$th +eo+!e3 It $s not a con#!$ct
reso!t$on +ro)ra'& nor $s $t a %$o!ence +re%ent$on +ro)ra'3
PB enco'+asses a!! corners o# a schoo!s ca'+s3 Teachers
are tra$ned $n the PB 'ode! and the" $n trn tra$n the
ch$!dren3 A!! 'e',ers o# the schoo! co''n$t" are encora)ed
to ,e +art o# the PB co''n$t"3 Its sccess re!$es on ha%$n)
a!! o# the ad!ts on ca'+s 9teachers& +r$nc$+a!s&
cstod$ans& #ood ser%$ce 2orers& and& !$,rar$ans= ," $nto
the +ro)ra'3 Schoo! sta## 'e',ers are coord$nated to de%e!o+
a !anch act$%$t" #or the +ro)ra'3 Th$s $s a schoo!2$de
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e%ent 2here a!! stdents and sta## +art$c$+ate3 Schoo!
o##$c$a!s& a!on) 2$th stdents& ho!d +arades and asse',!$es
2here sta## s$)ns PB +!ed)es3
The )oa!s o# the +ro)ra' are1 := to +ro'ote stdent
acade'$c ach$e%e'ent to the$r h$)hest +otent$a!K .= to
de%e!o+ !an)a)e and soc$a! co'+etenc" s$!!s& 2h$ch create
+os$t$%e $nter+ersona! re!at$onsK @= to en)a)e $n d$a!o)es
s$n) a #ra'e2or $n 'a$n) 2$se dec$s$onsK 0= to de%e!o+ a
sense o# ,e!on)$n) and #ee!$n) sa#e at schoo!K and = to
de'onstrate +r$de $n the$r schoo! thro)h care and concern
#or the +h"s$ca! en%$ron'ent3
The #ondat$on o# PB $s ,ased on #$%e 'a$n +r$nc$+!esK
:= Pra$se +eo+!eK .= $%e + +t6do2nsK @= See 2$se +eo+!e
0= Not$ce hrtsK and = R$)ht 2ron)s3 These +r$nc$+!es are
re$n#orced $n a +!ed)e or +ro'$se that $s rec$ted da$!"
9Hearts+r$n)s& :;; +3.=3
I am a PeaceBuilder: I pledge to
Praise people
Give up put-downs
Seek wise people
notice and speak up about hurts I have cause,
and to Right wrongs.
I pledge to build peace at home, at school and in m
communit each da.
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A!on) 2$th these tenets there are c!assroo' and
schoo!2$de act$%$t$es3 Asse',!$es are he!d to acno2!ed)e
stdents 2ho ha%e de'onstrated PB ,eha%$ors3 Se!ected
stdents are )$%en a2ards to co'+ensate the' #or the$r
acco'+!$sh'ents3 PB +re#erra!s are )$%en to stdent $n the
c!assroo' or +!a")rond 2hen the" are !caught" e5h$,$t$n)
+eace#! ,eha%$ors3 PB con%ent$ons are he!d to esta,!$sh a
)ro+ nor' and a schoo! 2$de d$sc$+!$ne +!an3 There are a!so
d$rect$ons #or hand!$n) ot o# contro! stdents ca!!ed&
7F$rst A$d #or Dea!$n) 2$th an An)r" -$d38 The +ro)ra'
$nc!des e5tens$%e o# sta## tra$n$n)3 The crr$c!' $s
$n#sed $nto Lan)a)e Arts& Soc$a! Std$es and other
$nstrct$ona! +ro)ra's3 Strate)$es $nc!de Pra$se,oards&
PeaceC$rc!es& c!ass 'eet$n)s& stdent stor" 2r$t$n)& art&
dra'a& etc3 A!so $nc!ded are resorces #or reso!%$n)
d$sa)ree'ents and ar)'ents3
The +ro)ra's #ocs $s on three areas o# a stdents
!$#e 9schoo!& #a'$!" and co''n$t"=3 The $n$t$a! +hase o#
the +ro)ra' $s )eared to +ro'ote PeaceB$!d$n) ,eha%$ors at
schoo!3 Th$s a++roach res!ts $n 'ore har'on$os
$nteract$ons 2$th +eers and ad!ts on ca'+s& and decreases
the a'ont o# t$'e that teachers ha%e to dea! 2$th stdent
con#!$cts 2h$!e $ncreas$n) the a'ont o# t$'e s+ent on
acade'$cs3 The +h$!oso+h" o# the +ro)ra' asserts that thesene2!" de%e!o+ed ,eha%$ors 2$!! ,e carr$ed ho'e ," the
stdents to +os$t$%e!" $n#!ence the$r ho'e !$#e3 Dr3 E',r"
re#ers to th$s as the 7*c Dona!ds E##ect38 F$na!!"&
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stdents and #a'$!$es are to carr" these ,eha%$ors $nto
soc$et" at !ar)e3 Stdents are encora)ed to 7See ?$se
Peo+!e8 2$th$n the co''n$t" to ser%e as 'entorsGro!e
'ode!s3
The Bas$c Strctre o#PeaceC$rc!es
:= Stdents s$t $n a c$rc!e 9$n cha$rs or on the #!oor=3
.= The teacher 'ode!s ho2 to )$%e co'+!$'ents& !oo$n)
+eo+!e $n the e"e& and #ocs$n) on the act $n 2h$ch the" d$d
that 2as co'+!$'ented and not s+er#$c$a! $te's 9$3e3&
c!othes or !oos=3
@= In$t$a!!"& the PC $s he!d t2$ce a 2ee nt$! the c!ass $s
tra$ned $n the +rocedres3 Then $t cont$nes 2ee!"3
0= The teacher )oes arond the c$rc!e and ass each stdent
to )$%e a co'+!$'ent to another stdent3 Each stdent has
the o+t$on to +ass $n )$%$n) co'+!$'ents #or the 2ee3 To
d$scora)e th$s ,eha%$or $t $s s))ested that stdents ,e
+ra$sed 2hen the" ha%e )$%en a co'+!$'ent3
Stdents $n the std" 2ho +art$c$+ate $n the PC are
,ond ," 7C$rc!e8 r!es3
:= Res+ect one another3
.= ?hat $s sa$d $n the c$rc!e sta"s $n the c$rc!e3
@= Be res+ons$,!e #or "or o2n act$ons3
0= Ra$se hand $# "o 2$sh to s+ea3
= One +erson ta!s at a t$'e3
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The PB +ro)ra' a!so has a set o# )$de!$nes ca!!ed the
PC ?a"3
:= Tae trns )$%$n) co'+!$'ents3
.= Pass on!" once a 2ee3
@= Sa" co'e,ac $# "o cant co'+!$'ent r$)ht a2a"3
0= Not$ce hrts "o ha%e cased& and r$)ht 2ron)s3
= *ae sre e%er",od" hears co'+!$'ents ," )o$n) r$)ht&
)o$n) !e#t and "or cho$ce on d$##erent da"s3
= I# stc #or a co'+!$'ent #or a +erson& !et others )$%e a
co'+!$'ent and sa" $t a)a$n3
= *ae a co''$t'ent to ,$!d +eace each da"3
Pr$or to the PC stdents !$st the$r na'es on an a)enda
that d$ctates 2hat $sses 2$!! ,e addressed $n the PC3
Stdents 2ho ha%e $sses that are not on the a)enda are
d$rected to +t the$r na'es on the a)enda #or the #o!!o2$n)
'eet$n)3 The t"+$ca! +rocess o# the PC $s that the stdent
2ho has an a)enda $te' states the +ro,!e'3 The accsed
t"+$ca!!" 'aes a re,tta! e$ther den"$n) or con#$r'$n) the
2ron)do$n)3 Other stdents 2ho ha%e $n#or'at$on on the $sse
are a!!o2ed to )$%e $n+t to he!+ $n esta,!$sh$n) a c!earer
%$e2 o# the +ro,!e'3 Once the 2ron)do$n) has ,een
esta,!$shed the accsed has to co'e + 2$th a 2a" to #$5 the
+ro,!e' 9R$)ht the ?ron)=3 Th$s $s ach$e%ed ," e$ther
see$n) #or)$%eness #or the$r 2ron)do$n) thro)h an a+o!o)"
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or ," ta$n) act$on3 The act$on 'st de'onstrate a s$ncere
atte'+t to n!!$#" the 2ron) thro)h a )reater or e(a!
act$on that too +!ace $n the casat$on o# the 2ron)3 The
o,ject$%e o# th$s corse o# act$on $s to de'onstrate that
the 2ron)doer $s tr!" see$n) the #or)$%eness o# the %$ct$'
and 'a$n) an a'ends3
S''ar"
PB $s an $nc!s$%e con#!$ct end$n) +ro)ra' sed 2$de!"
thro)hot the U3S3 and the 2or!d3 The +ro)ra' $s ,ased on
#$%e ,as$c tenetsK := Pra$se +eo+!eK .= $%e6+ +t6do2nsK
@= See 2$se +eo+!eK 0= Not$ce hrtsK and = R$)ht 2ron)s3
The sccess o# the +ro)ra' $s ha%$n) a!! 'e',ers o# the
schoo! co''n$t" 7,"6$n8 to the +h$!oso+h" o# the +ro)ra'3
A 'a$n co'+onent o# the 'ode! $s the PC3 The PC +ro%$des a
#or' #or stdents to a$r con#!$ct and ,r$n)s the' to an
end3
The #o!!o2$n) cha+ter +ro%$des a re%$e2 o# the
!$teratre re!ated to PB +ro)ra'3 In add$t$on& !$teratre
re!ated to the std" o# c!tra! d$'ens$ons and c!tra!
%a!es are addressed3 A!so& !$teratre on schoo! ,ased
con#!$ct and edcat$ona! %a!es are e5a'$ned3
F$na!!"& c!tre& $nterc!tra! co''n$cat$ons and stdent
ach$e%e'ent are e5a'$ned3
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CHAPTER THREE
REVIE? OF LITERATURE
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PeaceB$!ders
There are t2o std$es that address the PB 'ode!
9Chr$st$e Petr$e& :;;= and 9Petr$e& Chr$st$e
Chr$st$e& :;;;=3 These std$es address the ro!e o# the
+ro)ra' $n ,$!d$n) stron)er co''n$t$es $n Astra!$a3
Ho2e%er& there are no no2n std$es re)ard$n) the PB
'ode! that (est$on the re!at$onsh$+ o# c!tra! %a!es
and the PB +ro)ra'3 Frther'ore& std$es that address PB
$n the A'er$can conte5t do not e5$st3
Chr$st$ne and Petr$e 9:;;= e5a'$ne the e##ect$%eness
o# PB as a too! $n redc$n) %$o!ence $n Astra!$an
co''n$t$es3 Th$s std" e5+!ores #actors that corre!ate to
%$o!ent ,eha%$or 2$th$n Astra!$an soc$et"3 N'eros casa!
#actors that contr$,te to %$o!ence are cons$dered3 The
athors deter'$ne that e##ect$%e %$o!ence +re%ent$on
+ro)ra's #o!!o2 certa$n strate)$es and character$st$csK
start ear!"& enhance e%er"da" co'+etenc$es& $ncrease re2ards
and +ra$se& redce the se o# $ns!ts and other acts o#
a))ress$onK $ncrease the 'ode!$n) o# +os$t$%e ,eha%$orK and
se +ract$ca! too!s to $'+ro%e the !e%e! o# +os$t$%e
,eha%$or $n #a'$!$es and schoo!s3 Chr$st$e and Petr$e
conc!de that PB $s a %$ta! co'+onent $n $ncreas$n)
co''n$t" sta,$!$t"& de%e!o+'ent and cohes$on3
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A second std" ," Petr$e& Chr$st$e and Chr$st$e 9:;;;=
e5a'$nes PB as an ear!" $nter%ent$on too! #or +re%ent$n) and
redc$n) %$o!ence $n schoo!s3 The athors conc!de that
%$o!ence can ,e #ond $n +otent$a!!" e%er" as+ect $n
schoo!$n)3 The athors )o on to ana!"4e the or$)$ns o#
%$o!ence $n Astra!$an soc$et"3 The" state that %$o!ence $s
,eco'$n) a c!tra!!" acce+ta,!e 'ethod #or +ro,!e's
so!%$n)3
Hate cr$'es and rac$s'& accord$n) to Petr$e& Chr$st$e
and Chr$st$e9:;;;=& are $dent$#$ed as ,e$n) a +r$'ar" #actor
$n the case o# %$o!ence $n schoo!s3
As an ear!" $nter%ent$on strate)" $n eens!and& PB
sho2ed e5traord$nar" res!ts3 Schoo!62$de detent$ons and
tranc" dro++ed3 O%era!! stdent sat$s#act$on rose #ro' .3<.
$n :;; to @3.; $n :;;<3 In add$t$on& !earn$n) otco'es
s$)n$#$cant!" $ncreased $n read$n) #or )rades s$5 and se%en3
Parent +art$c$+at$on and $n%o!%e'ent a!so $ncreased3
Pos$t$%e contacts 2$th the +o!$ce $ncreased& 2h$!e ne)at$%e
contacts 2ere drast$ca!!" redced3
C!tra! D$'ens$ons
The #ondat$on o# th$s research +roject $s rooted $n
the research o# nat$ona! c!tre condcted ," Ho#stede
9:;;=3 H$s research $dent$#$es #$%e c!tra! d$'ens$ons&
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that !a" a #ondat$on or 7so#t2are8 #or the 2a" 2e as h'ans
!$%e or !$%es3 Ho#stedes research on c!tre )oes ,e"ond
the con%ent$ona! not$ons o# c!tre3 Ho2e%er& h$s 2or 2as
$n#!enced ," ear!$er research ," In!es and Le%$son 9:;;=3
Accord$n) to In!es and Le%$nson& $nd$%$da!s carr" 2$th
the' +atterns that d$ctate 2ho the" are& ho2 the" act& ho2
the" #ee!& and ho2 the" th$n3 These +atterns are re#erred
to as 'enta! so#t2are3 *ost o# these ,eha%$ors are !earned
$n ch$!dhood3 These +atters 'st ,e n!earned $n order to ,e
re+!aced ," con#!$ct$n) +atterns3 Th$s +ro)ra''$n) $s
re#erred to as c!tre& or $n the case o# th$s std"& as
c!tre one3 C!tre t2o $s the co!!ect$%e +ro)ra''$n) o#
the '$nd& 2h$ch d$st$n)$shes the 'e',ers o# one )ro+ or
cate)or" #ro' another 9Ho#stede&:;;=3
In!es and Le%$nson $n%est$)ated the $dent$#$cat$on o#
nat$ona! c!tra! d$##erence3 In the$r std" the" s))ested
that certa$n $sses (a!$#" as co''on ,as$c +ro,!e's
2or!d2$de& 2$th conse(ences #or the #nct$on$n) o#
soc$et$es& o# )ro+s o# those soc$et$es and o# $nd$%$da!s
2$th$n those )ro+s1 := Re!at$on to athor$t"K .= Conce+ts
o# se!#& $n +art$c!ar ,oth the re!at$onsh$+ ,et2een the
$nd$%$da! and soc$et"& and the $nd$%$da!s conce+t o#
'asc!$n$t" and #e'$n$n$t"K @= ?a"s o# dea!$n) 2$th
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con#!$cts& $nc!d$n) the contro! o# a))ress$on and the
e5+ress$on o# #ee!$n)s3 9In!es and Le%$nson& :;;& ++30=
C!tre conta$ns %ar$os !e%e!s o# de+th3
:= S"',o!s1 ?ords& )estres& +$ctres or other o,jects
that carr" a +art$c!ar 'ean$n) 2h$ch $s on!"
reco)n$4ed ," those o# a shared c!tre3
.= Heroes1 Persons& a!$%e or dead& rea! or $'a)$nar"&
2ho +ossess character$st$cs 2h$ch are h$)h!" +r$4ed
$n the c!tre and 2ho ths ser%e as 'ode!s #or
,eha%$or3
@= R$ta!1 Co!!ect$%e act$%$t$es& techn$ca!!"
s+er#!os $n reach$n) des$red ends ,t 2h$ch
2$th$n a c!tre are cons$dered as soc$a!!"
essent$a!K the" are there#ore carr$ed ot #or the$r
o2n sae3
0= Va!es1 Broad tendenc$es to +re#er certa$n states o#
a##a$rs o%er others& #ee!$n)s 2$th an arro2 to $t1
the" ha%e a +!s and a '$ns s$de3
A!! ,t %a!es are e!e'ents o# c!tre that can ,e
o,ser%ed 9Ho#stede&:;;=3
Ho#stede $n h$s $n#!ent$a! :;0 std" 2$th IB*
e'+!o"ees re+resent$n) / nat$ona! c!tres ,$!t +on the
research done ," In!es and Le%$nson3 In th$s std" Ho#stede
$dent$#$es #or d$'ens$ons that 2ere character$st$c to a!!
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c!tres3 H$s conc!s$on $s that a!tho)h $nd$%$da!s share
!$e c!tra! d$'ens$ons the 2a" the" see so!t$ons %ar$es
accord$n) to the$r c!tre3 The $dent$#$ed d$'ens$ons are1
a= Soc$a! $ne(a!$t"& $nc!d$n) the re!at$onsh$+ 2$th
athor$t"K ,= The re!at$onsh$+ ,et2een $nd$%$da!s and the
)ro+1 c= Conce+ts o# 'asc!$n$t" and #e'$n$n$t" $nc!d$n)
the soc$a! $'+!$cat$ons ha%$n) ,een ,orn as a ,o" or )$r!K
d= ?a"s o# dea!$n) 2$th ncerta$nt"& re!at$n) to contro! o#
a))ress$on and the e5+ress$on o# e'ot$ons3 Later a #$#th
d$'ens$on 2as addedK !on)6ter'Gshort6ter' or$entat$on dea!s
2$th a soc$et"s search #or %$rte 9Ho#stede&:;;=3
The #ondat$on o# th$s std" $s ,ased on the d$'ens$ons
o# nat$ona! c!tre as $dent$#$ed ," Ho#stede3 The
d$'ens$ons ser%e as a too! to de#$ne the act$ons o# the
$dent$#$ed )ro+s $n th$s std"3
C!tra! Va!es
C!tra! %a!es re#er to ,road tendenc$es to +re#er
certa$n states o# a##a$rs o%er others3 For e5a'+!e&
accord$n) to A,e!! and C!a2son 9:;;=& %a!e character$st$cs
o# A#r$can6A'er$cans stress con#or'$t"& sch as o,ed$ence&
c!ean!$ness& and cortes"3 So'e $n#or'at$on $nd$cates that
%a!es sch as atono'os act$ons& cr$os$t" and se!#
re!$ance are stressed $n #a'$!$es 2here +arents 2or $n jo,s
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that re($re $nde+endent dec$s$on 'a$n) and se!#
s+er%$s$on3 Other %a!es re!ated to th$s std" $nd$cate
that A#r$can6A'er$can +arents 2ant the$r ch$!dren to de%e!o+
res+ect #or the$r +eers& ne%er (est$on an ad!t and the
de%e!o+'ent o# a co'+et$t$%e s+r$t 9A,e!! and C!a2son&
:;;=3 -ane 9:;;<= $dent$#$es #$%e %a!e character$st$cs o#
A#r$can6A'er$cans3 The" are1 := $nsh$+ ,ondK .= ro!e
#!e5$,$!$t"K @= stron) 2or and edcat$on eth$csK 0=
re!$)$os or$entat$onK and = stron) co+$n) a,$!$t$es3
-ane 9:;;<= sho2s that As$an6A'er$cans )$%e the #a'$!"
or the )ro+ h$)her +r$or$t" than the $nd$%$da!3 Ch$!dren
are encora)ed to re'a$n de+endent on the #a'$!" as !on) as
+oss$,!e3 ?h$!e the #a'$!" has the e5+ectat$on o# se!#6care
and +art$c$+at$on $n hoseho!d chores& n(est$on$n)
o,ed$ence to +arents $s +res'ed3 D$rect con#rontat$on $s
seen as d$sres+ect#! and $ns!t$n)3 Pro,!e' so!%$n) $s done
thro)h ne)ot$at$on and 'ed$at$on3 In As$an c!tre a h$)h
+re'$' $s +!aced on edcat$on and 2$sdo' that co'es #ro'
!$#e e5+er$ences3 The e!der!" are he!d $n h$)h re)ard3
Ident$#$ed F$!$+$no %a!es are !o%e o# #a'$!"& res+ect o#
e!ders and stran)ers& !o%e o# hard 2or& res+ect o# the
#ee!$n)s o# other +eo+!e& !o%e o# 's$c& se!#!essness&
2$!!$n)ness to sacr$#$ce #or the sae o# others or contr"&
tre ,as$c honest"& n2$!!$n)ness to co'+!a$n too 'ch& )ood
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h'or& n2$!!$n)ness to tae ad%anta)e o# the 2eaness o#
others and other %a!es that are ,as$ca!!" #onded $n
Chr$st$an$t" and Or$enta! c!tra! con#$)rat$on3 Ne)at$%e
%a!es cons$st o# the cra, 'enta!$t"& s"ndro'es o# Man
Ta'ad& rac$s' or s+er$or$t"& !ac o# nat$ona!$s'&
+a"a,an)a& co+" cat& h$)h soc$et"& h$nd$ 'aha+a"an)&
thoro)h,red& +re or !o"a! ,reed3 It 'a" ,e sa$d that
F$!$+$nos ha%e a h$)h re)ard #or edcat$on de to the #act
that /J o# F$!$+$no $''$)rants $n the US ha%e a h$)her than
h$)h schoo! edcat$on 9Ba!da4o :;;:=3
Ho 9:;<= $dent$#$es co''on %a!es o# H$s+an$c c!tre3
The" are #a'$!$s'& +ersona!$s'& h$erarch"& s+$r$ta!$s' and
#ata!$s'3 *ar$n and *ar$n 9:;;:= #ocs on s$'+at$a& +h"s$ca!
c!oseness& res+ect #or +o2er& +resent t$'e or$entat$on&
co!!ect$%$s' and a tendenc" to2ard 'a!e do'$nat$on3
Accord$n) to *ora!es6Mones 9:;;<= $nterde+endence $s a
)enera! %a!e $n H$s+an$c c!tre3 Be$n) de+endent on
so'eone $s cons$dered a +os$t$%e tra$t and not seen as a
2eaness3 To do th$n)s #or onese!# $s not the nor' and seen
as arro)ance or ,e$n) s+er$or3 One 2ho has no o,!$)at$ons
or de+endence $s cons$dered co!d and a!$enated #ro' the
#a'$!" or )ro+3 Peo+!e 2ho are not occ+$ed ," others
cons$der the'se!%es $)nored& not needed and n$'+ortant3
Edcat$on $s seen as a 'eans to #$nanc$a! sta,$!$t" and a
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'eans to he!+ the $''ed$ate and e5tended #a'$!"& and not as
a 'eans o# $nde+endence3 E'ot$ona! s++ort $s another %a!e
shared ," H$s+an$cs3 There $s an e5+ectat$on that the
#a'$!"& nc!ear and e5tended& ,e there #or one another3
Pro5$'$t" or +h"s$ca! !ocat$on 'an$#est $tse!# as #a'$!"
,e$n) a,!e to co''n$cate 2$th one another e$ther $n +erson
or thro)h the +hone3 H$s+an$cs a!so ha%e dee+ roots $n the
Chr$st$an trad$t$on3 T$'e or$entat$on& 2$th$n the H$s+an$c
co''n$t"& $s t$ed to the$r Chr$st$an ,e!$e#s ,ecase the"
ha%e no d$rect contro! o%er the #tre& now is more
important than tomorrow #Ba!da4o& :;;:=.
Schoo! Based Con#!$ctReso!t$on Pro)ra's
Stdent con#!$ct can e5$st at a %ar$et" o# !e%e!s3 A
'ajor$t" o# con#!$cts $n s,r,an schoo!s res!t #ro' the
+ossess$on o# resorces& cho$ce o# act$%$t$es& +!a")rond
$sses and ta$n) trns 9O##$ce o# M%en$!e Mst$ce and
De!$n(enc" Pre%ent$on& :;;=3
Mohnson and Mohnson 9:;;= ha%e condcted e5tens$%e
research $n the area o# con#!$ct reso!t$on and +eer
'ed$at$on +ro)ra's $n schoo!s3 *ch o# the$r 2or $s sed as
the #ondat$on $n the #or'at$on o# these +ro)ra's3 Con#!$ct&
as de#$ned ," Mohnson and Mohnson& $s a state o#
$nco'+at$,!e ,eha%$ors3 Mohnson and Mohnsons soc$a!
$nterde+endence theor" asserts that con#!$cts are $nherent
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$n a!! soc$a! re!at$onsh$+s and the 2a" the" are 'ana)ed
de+ends on the natre o# the soc$a! $nterde+endence e5$st$n)
$n the s$tat$on3 F$rst& con#!$ct can ha%e a destrct$%e or
constrct$%e otco'e3 Second& 2hether constrct$%e or
destrct$%e otco'es occr de+ends on 2hether con#!$ct taes
+!ace 2$th$n a coo+erat$%e or co'+et$t$%e conte5t and on
2hether the strate)$es d$s+tants ses are con)rent or
$ncon)rent 2$th the conte5t o# the con#!$ct3 Th$rd&
con#!$ct $s e%er +resent and a necessar" as+ect to
coo+erat$%e ,eha%$ors 9Mohnson Mohnson :;; +30/=3
Accord$n) to Mohnson and Mohnson& schoo!6,ased
con#!$cts are e$ther coo+erat$%e or co'+et$t$%e3 In
co'+et$t$%e s$tat$ons $nd$%$da!s are 2or$n) a)a$nst one
another to ach$e%e a )oa! that on!" one can atta$n3 One can
on!" atta$n h$s or her )oa! $# the other #a$!s $n h$s or her
atte'+t3 Co'+et$t$on $s ,ased on scarc$t"& 2$th stdents
co'+et$n) #or re2ards that are restr$cted to the +erson 2ho
+er#or's ,est3 Coo+erat$on %$e2s the reso!t$on o# con#!$ct
$s on!" constrct$%e $# ,oth d$s+tants coord$nate the$r
e##orts to 'a5$'$4e jo$nt )a$ns and a re!at$onsh$+ that
a!!o2s the' to 2or ,etter $n the #tre3 Coo+erat$on
+ro%$des a conte5t that $n#!ences the corse o# con#!$ct
reso!t$on e##orts ," #ocs$n) on !on)6ter' $nte)rat$%e
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rather than short6ter' d$str$,t$%e strate)$es and
reso!t$ons3
A%rch and B!ac 9:;;: +30= contend that c!tre
'atters $n e%er" soc$a! $nteract$on3 It $s noted that 2hen
dea!$n) 2$th d$##erent ethn$c$t$es and c!tres $n 'ed$at$on
+ro)ra's that d$##erences 'a"& ,t not necessar$!"& ,e a
#actor3 Ho2e%er& d$s'$ss$n) c!tre #ro' the e(at$on $s
e(a! to d$s'$ss$n) crc$a! d$'ens$ons o# the h'an
e5+er$ence3 It $s a!so noted that c!tra! co''n$cat$on
st"!es 2$!! $n#!ence ho2 +art$c$+ants %$e2 and ne)ot$ate
d$s+tes3 A%rch and B!ac 9:;;: +3= +ose se%era! sa!$ent
(est$ons $n re)ards to con#!$ct and c!tre3 Ho2 $s
con#!$ct conce+ta!$4ed ," the +art$es> Ho2 do the" no2
con#!$ct 2hen the" see $t> ?hat nor'at$%e 2e$)ht $s )$%en to
con#!$ct s$tat$ons> ?hat e5+ectat$ons do the" ha%e #or
con#!$ct ,eha%$or& #or the'se!%es and others> ?hat $s the
!oca! co''on sense re)ard$n) con#!$ct> Frther'ore& these
(est$ons need to ,e ased +r$or to address$n) (est$ons o#
$nterest& needs and %a!es3
Con#!$ct reso!t$on +ro)ra's o##er re2ards #or +os$t$%e
stdent ,eha%$or $n the #or' o# +r$4es and +ra$se3 Cr$t$cs
o# these +ro)ra's& sch as -ohn 9:;;0=& s))est that $#
edcators 2ant stdents to tae res+ons$,$!$t" #or the$r o2n
act$ons and those o# others& then the se o# 'ana)e'ent
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+ro)ra's that re!" on re2ards and conse(ences o)ht to ,e
a%o$ded3 Re2ards& accord$n) to -ohn 9:;;@=& case +eo+!e to
!ose $nterest $n 2hate%er the" are re2arded #or3
PB $s a +ro)ra' that #ocses on +ra$se as an $nstr'ent
#or ,eha%$or 'od$#$cat$on3 E',r"& co6de%e!o+er o# PB&
co''ents on std$es done that re!ate the $dea that +ra$se
#or ch$!dren transcends a!! races and c!tres 9Rtter
:;;=3 Ho2e%er& -ohn 9:;;0= (est$ons the se o# re2ards #or
stdent ach$e%e'ent& re)ard!ess o# race or c!tre3 He
'a$nta$ns that +ra$se $s e(a! to a %er,a! re2ard3 Rather
than he!+$n) ch$!dren to de%e!o+ the$r o2n cr$ter$a #or
sccess#! !earn$n) or des$ra,!e ,eha%$or& +ra$se can create
a )ro2$n) de+endence on secr$n) so'eone e!ses a++ro%a!3
Rather than o##er$n) ncond$t$ona! s++ort& +ra$se 'aes a
+os$t$%e res+onse cond$t$ona! on do$n) 2hat the ad!t
de'ands3 Rather than he$)hten$n) $nterest $n a tas& the
!earn$n) $s de%a!ated $nso#ar as $t co'es to ,e seen as a
+rere($s$te #or rece$%$n) the teachers a++ro%a!3 Br$,es
can on!" ," short6ter' chan)es $n ,eha%$or& ,t the" can
ne%er he!+ ch$!dren de%e!o+ a co''$t'ent to +os$t$%e %a!es3
-ohn 9:;;0= attr$,tes c!assroo' 'ana)e'ent as techn$(es
#or 'an$+!at$n) stdent ,eha%$or3
Edcat$ona! Va!es*ora! Edcat$on
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The #ondat$on o# %a!es edcat$on $s hea%$!"
$n#!enced ," -oh!,er)s S$5 Sta)es o# *ora!
Reason$n)GDe%e!o+'ent theor"3 Accord$n) to -oh!,er)& as
c$ted $n a!,ra$th 9:;=& ch$!dren constrct the$r o2n
'ora! reason$n) $n sta)es3 -oh!,er) #rther states that the
$nd$%$da! $s 'ore that an" o# her )ro+ $dent$t$es& and $s
not a +ass$%e rec$+$ent o# ones c!tre 9B!'& :;;;K Rest&
Na%ae4& Be,ea& Tho'as& :;;;=3
-oh!,er)s cr$t$cs stress that h$s %$e2 o# one
n$%ersa! +ath2a" to 'ora! de%e!o+'ent $s ,oth ethnocentr$c
and n$#or'ed a,ot c!tra! d$##erences3 In add$t$on&
+eo+!e #ro' d$##erent c!tres constrct d$##erent
conce+t$ons o# the 2or!d& $nc!d$n) d$##erent 'ora!
rea!$t$es 9Rest& Na%ae4& Be,ea& Tho'as& :;;;=3 $!!$)an
ar)ed that -oh!,er)s theor" does not enco'+ass the h'an
cond$t$on ,ecase $t does not $nc!de the %o$ces o# 2o'en
9?a!sh& .///=3
Va!es Edcat$on
Accord$n) to Car,one 9:;;:= the %er" 'ean$n) o#
edcat$on )$%es r$se to the conce+t to 'ora! +!$#t$n)3 R"an
and Boh!$n 9:;;;= ar)e that a!! states sho!d 'ae
character edcat$on co'+!sor" $n ,oth e!e'entar" and h$)h
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schoo!s3 Ad%ocates o# %a!es edcat$on c$te the 'ed$a and
$ts c!tre o# %$o!ence as sha+$n) the character and %a!es
o# ch$!dren 9Ha"es Ha)edorn& .///=3 The" #ee! that the
'ajor +ro,!e' 2$th schoo!s $s a 'ora! one3 Schoo!s need to
teach 'ora!s and %a!es& ho2e%er 'ora! character cannot ,e
ta)ht as a +ro)ra'3 *ora!s and %a!es 'st ,e de%e!o+ed
o%er t$'e ,ased on +r$nc$+!e& +rece+t and e5a'+!e 9B"#$e!d&
:;;@=3
Mohnson 9:;;/= states that schoo!s trans'$t the %a!es
o# the !oca! co''n$t"& ,t ,ecase o# the$r conte5t 'ost
+,!$c schoo!s do not +ro'!)ate or +ho!d e5+!$c$t %a!es3
There#ore& teachers are !e#t on the$r o2n to address 'ora!
and eth$ca! concerns3
Cr$t$cs contend that 7%a!es8 or 7character8 edcat$on
dr$!!s stdents $n s+ec$#$c ,eha%$ors rather than en)a)$n)
the' $n cr$t$ca! re#!ect$on a,ot certa$n 2a"s o# ,e$n)
9-ohn :;;=3 Va!es edcat$on does not de%e!o+ or #oster
atono'"& eth$ca! de%e!o+'ent& nor $s the )oa! to s++ort or
#ac$!$tate a ch$!ds soc$a! or 'ora! )ro2th& ,t to s$'+!"
de'and )ood ,eha%$or #ro' stdents 9-ohn& :;;=3 Other
std$es s))est that a!tho)h schoo!s )$%e !$+ ser%$ce to
creat$n) stdents 2ho are $nde+endent th$ners 2ho can 'ae
+os$t$%e se!# cho$ces& the" are $n #act creat$n) stdents
2ho are ,!$nd!" o,ed$ent to athor$t" 9*c Carth" :;;=3
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-ohn states that $t has ,eco'e c!$ch to as 2h$ch
%a!es or 2hose %a!es 2e teach3 A!tho)h& there are so'e
%a!es that 2e 'a" not a)ree on& 2e can a)ree on a ,as$c
!$st o# %a!es that ch$!dren sho!d ,e ta)ht& 9-ohn& :;;=3
Address$n) the $sse o# 2ho deter'$nes 2h$ch %a!es
2$!! ,e ta)ht $s a 'ajor co'+onent $n th$s std"3 Va!es
sch as res+ect& hard 2or& #a$rness and honest" '$'$c
attr$,tes o# the Protestant 2or eth$c3
Fnct$ona!$st Theor"
Accord$n) to #nct$ona!$st theor"& one o# the
#nct$ons o# edcat$on $s the trans'$ss$on o# %a!es3
Edcat$on +er+etates the %a!es and att$tdes o# the
7acce+ted c!tre8 and $)nores $sses re!ated to nat$ona!
c!tre and c!tra! d$##erence 9De'arr$s Le Co'+te&
:;;;=3 Ross 9:;/:= ar)es that schoo!s re+!aced the chrch
and the #a'$!" as the +r$'ar" $nst$!!er o# soc$a! %a!es and
descr$,es the schoo! as an $ne5+ens$%e a!ternat$%e to the
+o!$ce3
Cr$t$ca! Theor"
Cr$t$ca! theor" %$e2s edcat$on as $nst$!!$n) %a!es
$n ch$!dren on a da$!" ,as$s 9Darter& :;;:=3 These %a!es
co'e #ro' ,oth a stated crr$c!' and #ro' the +ersona!
%a!es o# the teachers and $nstrctors that $nteract 2$th
ch$!dren 9-ohn& :;;=3
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Cr$t$ca! theor$sts 'a$nta$n the %$e2 that schoo!$n) as
a h$stor$ca! and c!tra! +rocess $n 2h$ch a se!ect )ro+
are +os$t$oned 2$th$n a s"''etr$ca! re!at$on o# +o2er on the
,as$s o# s+ec$#$c race& c!ass& and )ender )ro+s& rather
than a +rocess that $s %a!e6#ree and netra! 9Darder&
:;;0=3 Cr$t$ca! theor" rejects the not$on that schoo!s are
%a!e #ree and netra! and +ro%$de stdents 2$th the
necessar" s$!!s and att$tdes #or ,eco'$n) )ood and
res+ons$,!e c$t$4ens3 The %a!es o# the do'$nant c!tre 'a"
co'+ro'$se the #ondat$ons that $n#or' the no2!ed)e and
s$!! a stdent 'st +osses or ach$e%e to ,e des$)nated as
an $nd$%$da! 2ho 'er$ts re2ard3 Stdents 'st ac($re the
c!tra! ca+$ta! o# the do'$nant )ro+ thro)h acc!trat$on
and acce+tance o# the$r %a!es3 Ho2e%er& 2$th c!tra! and
ethn$c d$%ers$t" stead$!" acce!erat$n)& an $ncreas$n) n',er
o# +eo+!e are no !on)er as+$r$n) to the %a!es o# Protestant
c$%$!$t" 9Lo%$n& :;<<=3
C!tre
Pro)ra's sch as PB are ,ased on 2estern c!tra!
#actors that see d$sc$+!$ne as a necessar" e%$! to #oster
order!" !earn$n)3 Chen) 9:;;<= states that edcators
$nst$tte schoo! 2$de d$sc$+!$ne 2hen and on!" 2hen there $s
a +erce+t$on that schoo! d$sc$+!$ne $s 2ea3 She )oes on to
state that East As$an schoo!s see d$sc$+!$ne $tse!# as a
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+r$'ar" o,ject$%e o# edcat$on3 Stdents are ta)ht to
res+ect nor's !a$d do2n ," the co''n$t"3 D$sc$+!$ne $s seen
as +os$t$%e& necessar" and a %a!ed as+ect o# soc$a!$4at$on3
Edcat$ona! %a!es and c!tre std$es 2ere condcted
2$th Ch$nese and Ma+anese ch$!dren ana!"4$n) ho2 %a!es #ro'
2estern soc$et$es are tr"$n) to enter Ch$nese and Ma+anese
soc$et$es %$a schoo!s3 Chen) 9:;;<= $dent$#$es $nd$%$da!
and co!!ect$%e c!tres and the $nter+!a" o# edcat$ona!
+o!$c" and c!tra! %a!es $n a soc$et"3 She conc!des that
edcat$on $s a soc$a!6c!tra! +rocess& 2here," the +ract$ce
o# ,orro2$n) #ro' another soc$et" $'+!$es acce+tance o#
c!tra! %a!es $n 2hate%er +ract$ce one 'a" ,e en)a)ed3
Carr 9.///= states that 'ora! edcat$on can ,e conce$%ed as
c!tra! $n$t$at$on and a %eh$c!e #or constrct$n) soc$a!
so!$dar$t"3 Another %$e2 $s that c!tra!!" 2e a!! ha%e t2o
sets o# %a!es& those that 2e a!! share& n$%ersa! %a!es&
and those +art$c!ar to or c!tre or ethn$c )ro+&
+art$c!ar %a!es 9S$n)h& :;;=3 The o,ject$%e $s #$nd$n) a
'ed$' 2here ,oth sets o# %a!es can ,e co',$ned3
Interc!tra! Co''n$cat$ons
Ha!! condcted 'ch o# the ear!" research t$ed to
$nterc!tra! co''n$cat$on 9:;;&:;&:;&:;<@=3 He
a++!$ed a,stract anthro+o!o)$ca! conce+ts to the +ract$ce o#
the Fore$)n Ser%$ce and e5tended the anthro+o!o)$ca! %$e2 o#
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c!tre $n co''n$cat$on 9Mandt& :;;=3 H$s 2or #ocses on
ho2 d$##erent c!tres co''n$cate3 He $dent$#$es the
e!e'ents o# h$)h and !o2 conte5t co''n$cat$on3 In add$t$on
he de#$nes the conce+t o# t$'e 2$th$n c!tres& +o!"chron$c
and 'onochron$c3 P!s& he $dent$#$es the se o# s+ace 2$th$n
c!tres3 H$s 2or enco'+asses e!e'ents o# t$'e& %er,a! and
non%er,a! co''n$cat$on st"!es and +ract$ces& d$'ens$ons o#
s+ace& !an)a)e& th$n$n)& +ro5$'$cs& a++earance& +ostre&
oc!es$s$cs& %a!es& )ro+$n)& re!at$onsh$+s and !earn$n)
+atterns3 For e5a'+!e& $n +ro5$'$cs he $dent$#$es ho2
+ersona! ,od" s+ace %ar$es ,et2een c!tres3
Sa+h$re and ?hor# $ntrodced another +ers+ect$%e on
c!tre and !an)a)e and ho2 $t de#$nes an $nd$%$da!s
+ers+ect$%e o# the 2or!d3 Th$s h"+othes$s s))est that
'or+he'es )ra''at$ca!!" encoded d$##erent not$ons $n
d$##erent !an)a)es3 Th$s $s to sa" that !$n)$st$c #or' $s
dec$ded +on ," tho)ht or +eo+!es tho)hts are deter'$ned
," the cate)or$es 'ade a%a$!a,!e to the' ," the$r !an)a)e
9Co'$re& *atthe2s Po!$ns"& :;;=3 The research ," Sa+h$re
and ?hor# $s re!e%ant s$nce t2o o# the $dent$#$ed )ro+s $n
th$s std" ha%e +r$'ar" !an)a)es other than En)!$sh
9S+an$sh and Ta)a!on)=3
Stdent Ach$e%e'ent
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Research on stdent ach$e%e'ent $dent$#$es c!tre as a
s$)n$#$cant %ar$a,!e3 For e5a'+!e& Len) 9:;;0= reco)n$4es
that +s"choc!tra! $nca+a,$!$t" can a##ect +atterns o#
stdent sccess3 He #rther contends stdent a,$!$t"& or
!ac there o#& $s $nherent $n d$##erent c!tra! )ro+s3
Bra5ton 9:;;;= states that c!tra! st"!e& ho'e en%$ron'ent&
and +arenta! $n#!ence ha%e a ,ear$n) on the ach$e%e'ent o#
-orean and Ch$nese A'er$can stdents3 He #rther asserts
that c!tre and #a'$!" $n#!ence stdent ach$e%e'ent3 There
a!so a++ears to ,e a corre!at$on ,et2een athor$tat$%e and
+er'$ss$%e +arent$n) st"!es and ach$e%e'ent #or #e'a!e
H$s+an$c stdents& ,t $ns$)n$#$cant #or a!! As$an stdents3
In add$t$on& the #a'$!"6schoo! !$na)e has !ess o# an
$n#!ence on As$an stdents 9Des$'one& :;;;=3 Pers+ect$%es
o# a,$!$t" or $na,$!$t" 2$!! %ar" $n accordance to c!tre3
O), 9:;;<= $dent$#$es t2o #or's o# $''$)rat$on& %o!ntar"
and $n%o!ntar"∗3 He ar)es that these #orces ha%e an
Vo!ntar" I''$)rants3 *$nor$t$es 2ho 'ore or !ess 2$!!$n)!"'o%ed to the US ,ecase the" e5+ect ,etter o++ortn$t$esthan the" had $n the$r ho'e!and or +!ace o# or$)$n3I'+ortant #eatres o# th$s c!ass$#$cat$on are := the +eo+!e%o!ntar$!" choose to 'o%e to the US $n ho+e o# a ,etter#tre and .= the" do not $nter+ret the$r +resence $n the USas #orced +on the' ," the US3In%o!ntar" I''$)rants3 Peo+!e 2ho ha%e ,een con(ered&co!on$4ed& or ens!a%ed3 Featres o# th$s c!ass$#$cat$on are:= the" d$d not choose to& ,t 2ere #orced a)a$nst the$r2$!! to ,eco'e +art o# the US& and .= the" the'se!%essa!!" $nter+ret the$r +resence $n the US as #orced on the'," ?h$te +eo+!e3
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$n#!ence on ,e!$e#s o# the $nstr'enta! %a!e o# edcat$on
#or '$nor$t" stdents3 Des$'one& 9:;;;= addresses the $sse
o# +arents ha%$n) ne)at$%e h$stor$es 2$th schoo! and those
2$th !o2er $nco'es 2ho 'a" #ee! that the" are !ess e##ect$%e
and !ess con#or'a,!e $n schoo! sett$n)s3
Isses Addressed $n th$s Std"
It $s c!ear #ro' a re%$e2 o# the !$teratre that !$tt!e
attent$on has ,een +a$d to c!tre and $ts re!at$onsh$+ to
schoo! ,ased con#!$ct reso!t$on +ro)ra's3 The de)ree to
2h$ch PB 'a" transcend the c!tra! d$'ens$ons o# the
stdents $t ser%es needs to ,e e5+!ored3 Th$s e5+!orat$on $s
necessar" )$%en that the PB 'ode! c!a$'s that the %a!es $t
teaches are n$%ersa! rather than +art$c!ar3 It $s
there#ore essent$a! to !$n the PB 'ode! 2$th c!tre3
Th$s std" $s $'+ortant ,ecase $t e5a'$nes 2hether a
+ro)ra' ,ased on the c!tra! %a!es o# ?h$te stdents can
e##ect$%e!" trans#or' $tse!# to enco'+ass the +ers+ect$%e o#
non62h$tes3 PB c!a$'s that $t has n$%ersa! a++ea!3 I# sch
$s the case& then PB can address a!! o# the c!tra!
d$'ens$ons and na%$)ate ,et2een the' to sccess#!!" attend
to the '!t$c!tra! needs o# stdents3
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Conc!s$on
The re!at$onsh$+ ,et2een PB and '!t$c!tra! %a!es
trans'$ss$on $s essent$a! to nderstand3 In essence& PB
c!a$'s to address the schoo!6,ased needs #or a!! )ro+s o#
stdents3 Ho2e%er& the !$teratre on c!tre and %a!es
trans'$ss$on +resents a rather co'+!e5 +$ctre that s))ests
a 7one6s$4e #$ts a!!8 'ode! 'a" ,e $na++ro+r$ate $n toda"s
d$%erse schoo! en%$ron'ent3
In the ne5t cha+ter an atte'+t to e5+!ore these $sses
#rther $s ot!$ned3 Cha+ter For e5+!ores the deta$!s and
'ethods o# de%e!o+'ent sed to ana!"4e the re!at$onsh$+
,et2een c!tre and %a!es trans'$ss$on3
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CHAPTER FOUR
*ETHODOLOY
Introdct$on
Data #or th$s std" 2ere co!!ected s$n) se%era!
+rocedres3 Parents 2ere sr%e"ed and stdent o,ser%at$ons
2ere condcted3 In tota! :0: +arents 2ere sr%e"ed3 F$%e
stdent o,ser%at$ons 2ere condcted ,et2een Octo,er ./// and
*arch .//:3
Des$)n o# In%est$)at$on
A sr%e" o# +arents 2as sed to deter'$ne 2hether the
PB tenets con#or' to the c!tra! %a!es o# A6A& *6A and F6A
+arents3 The (est$ons ased atte'+t to ascerta$n 2hether
the tenets o# PB corres+ond to the c!tra! %a!es o# the
$dent$#$ed +o+!at$ons3 Sr%e"s 2ere a!so d$str$,ted to the
+arents o# ?h$te stdents to esta,!$sh a ,ase!$ne #or
co'+ar$son3 The sr%e" #or the ?h$te +arents 2as condcted
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,ased on the +re'$se that the creators o# the PB +ro)ra'
constrcted the 'ode! on %a!es shared ," the do'$nant
c!tre and d$d not #actor $n that stdents o# d$##erent
c!tra! ,ac)ronds 'a" ha%e %ar"$n) %a!es3
O,ser%at$ons o# PeaceC$rc!es 2ere condcted to
deter'$ne the c!tra! re!e%ance o# PB as $t re!ates to A6A&
F6A and *6A stdents ," address$n) the d$'ens$ons o#
nat$ona! c!tre3 PeaceC$rc!es 2ere dee'ed as ,e$n) the 'ost
a++ro+r$ate #or' to )ather data 2$th$n the PB 'ode!3 PC
act$%$t$es re+resent the on!" t$'e 2here a!! stdents are
concrrent!" e5h$,$t$n) and +art$c$+at$n) $n PB act$%$t$es3
There#ore& PC +ro%$des a )ood o++ortn$t" to o,ser%e
c!tra! and PB ,eha%$ors $n o+erat$on3
Descr$+t$on o# Schoo! Po+!at$on
F$e!d research and +arenta! sr%e"s 2ere condcted at
an e!e'entar" schoo! !ocated $n sothern Ca!$#orn$a& 2$th a
stdent +o+!at$on o# a++ro5$'ate!" /3 *ost o# the
stdents are o# a !o2 soc$o6econo'$c ,ac)rond3 E$)ht"6
se%en +ercent o# the stdent +o+!at$on rece$%es #ree or a
redced +r$ced !nch3 *an" o# the #a'$!$es a!so rece$%e so'e
#or' o# +,!$c ass$stance3 A 'ajor$t" o# the stdents 2a!&
r$de or are dr$%en to schoo!3 Fe2 r$de the ,s∗3 Those 2ho
There are a #e2 stdents that are ,ssed $n #ro' other!ocat$ons de to schoo! cro2d$n) 9'an" o# the o%er#!o2stdents co'e #ro' 'ore a##!ent areas=3
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r$de the ,s do so ,ecase o# the +os$t$on o# 'ajor
thoro)h#ares that rn the +er$'eter o# the co''n$t"3 Ths&
#or sa#et" reasons these stdents are ,ssed to schoo!3 It
sho!d a!so ,e noted that the stdents 2ho are ,ssed are
)o$n) to the )eo)ra+h$ca!!" c!osest schoo! to the'3
The $'+ets ,eh$nd choos$n) th$s n$(e schoo! re#!ects
the rea!$t" that the stdent +o+!at$on re+resents .0
d$##erent c!tres and nat$ona!$t$es& 2$th stdents s+ea$n)
a tota! o# :@ d$##erent !an)a)es3 The ethn$c and rac$a!
stdent +o+!at$on ,reado2n $s1 3 J Nat$%e A'er$can& :<30J
As$an& 03;J Lat$no& <3;J A#r$can A'er$can& 3/J F$!$+$no& 3
.J Pac$#$c Is!ander& :3@J *!t$6Ethn$c and :<3J ?h$te 9See
F$)re :=3 S,)ro+s that 'ae + the ma$or ethn$c )ro+s
are& Ca',od$an& Indones$an& *e5$can& Pa!est$n$an& Ro'an$an&
and V$etna'ese3
The cert$#$ed sta## cons$sts o# 0@ teachers&
ad'$n$strators and conse!ors3 The sta## $s +redo'$nate!"
#e'a!e& ;J3 Se%ent"6n$ne +ercent o# the sta## $s
c!ass$#$ed as ?h$te or An)!o& ::J Lat$no& J A#r$can6
A'er$can3 C!ass$#$ed sta##1 'e',ers $nc!de :.3J As$an& .J
Lat$nos and .3J ?h$tes3
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F$)re3 : D$str$,t$on o# Stdents ," RaceGEthn$c$t"
Sa'+!e
Stdents #ro' one #$#th )rade c!ass +art$c$+ated $n
th$s std"3 Th$s c!ass 2as se!ected +r$'ar$!" #or
con%en$ence and ,ecase $t re+resented a c!ass that 2as
act$%e!" ta$n) +art $n PB +ro)ra'3 The c!ass 2as 'ade + o#
th$rt"6#$%e stdents3
The re+resentat$%e schoo! $n th$s std" $s a "ear
arond schoo!3 Stdents are +!aced on one o# #or d$##erent
co!ored tracsK )reen& ,!e& red and "e!!o2 re+resent the
tracs3 At an" )$%en t$'e there are three tracs $n
secess$on& 2h$!e the #orth $s on %acat$on3 A de#acto t"+e
o# se)re)at$on e5$sts ,ased on a n',er o# #actors3 Pr$or to
@;
Student Distribution
0
50
100
150
200
250
300350
N a t i v
e A m e r
A s i a n
P a c i f i c I s l a n
F i l i p i n B l a c
H i s p a n W h i t e
! l t i " # t h
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the a,o!$t$on o# ,$!$n)a! edcat$on $n Ca!$#orn$a& ELL
9En)!$sh Lan)a)e Learners= or ,$!$n)a! stdents 2ere
+!aced on the )reen trac to 'a$nta$n cons$stenc" $n the
,$!$n)a! edcat$on +ro)ra'3 Teachers tra$ned $n the 'ethods
o# ,$!$n)a! edcat$on 2ere +!aced on th$s trac to ser%$ce
the ELL +o+!at$on3 As a res!t o# Lat$no stdents 'a$n) +
the 'ajor$t" o# the stdents on the )reen trac& a !ac o#
d$%ers$t" on th$s trac e5$sts3 In add$t$on& the red trac
cons$sted 'ost!" o# ATE 9$#ted and Ta!ented Edcat$on=
stdents3 Teachers tra$ned $n ATE edcat$on +rocedres 2ere
+!aced on the sa'e trac to 'a$nta$n cons$stenc" $n the ATE
+ro)ra' as 2e!!3 There $s a )reater d$%ers$t" on the red
trac as co'+ared to the )reen trac3 It 'st a!so ,e noted
that a 'ajor$t" o# the ?h$te stdents $n th$s schoo! are on
the red trac as 2e!!3 The ,!e and "e!!o2 tracs a!so
'a$nta$n a !ar)er d$%ers$t" than the )reen trac3 Ho2e%er&
'an" o# the Ca',od$an stdents& a 'ajor +o+!at$on o# th$s
schoo!& are on the ,!e trac #or reasons nno2n3 E%en
tho)h 'an" o# the Ca',od$an stdents are c!ass$#$ed as ELL
the" 2ere not +!aced on the )reen trac3 Th$s $s de to the
#act that the ,$!$n)a! teachers 2ere not no2!ed)ea,!e $n
-h'er3 Hence& the )reen trac 2as the S+an$sh ,$!$n)a!
trac3 A!! other ELL stdents 2ere +!aced $n c!asses on the
red& "e!!o2 and ,!e tracs 2here ESL 9En)!$sh as a Second
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Lan)a)e= 'ethods 2ere t$!$4ed3 *an" o# the teachers on
these tracs are #a'$!$ar 2$th these 'ethods and can
acco''odate these stdents3 A!so& +arents 'ae a +o$nt to
ee+ a!! o# the$r ch$!dren on the sa'e trac3 Ths th$s 'a"
accont #or the d$%ers$t" o# each trac re'a$n$n) stat$c3
In th$s std"& .; 'e',ers o# the c!ass 2ere *6A&
accont$n) #or <@J o# the c!ass +o+!at$on3 A6A acconted
#or J or . 'e',ers o# the c!ass +o+!at$on3 F6A acconted
#or ;J or @ 'e',ers o# the c!ass +o+!at$on3 Th$rt"6t2o
+ercent o# the *6A +o+!at$on 2as #e'a!e and <J 2as 'a!e3
The A6A stdent +o+!at$on $n th$s std" cons$sted o# one
'a!e and one #e'a!e3 A!! three o# the F6A stdents 2ere
'a!e3 S$nce the sa'+!e o# stdents 2as s'a!! 9N@0=&
)enera!$4at$ons cannot ,e 'ade a,ot stdents $n other PB
+ro)ra's& ho2e%er +ert$nent data can ,e e5tracted #ro' the
data ac($red #ro' these +o+!at$ons3 The sa'+!e s$4e
re!ates to the )enera! a%a$!a,$!$t" o# stdents on the )reen
trac at th$s +art$c!ar schoo! s$te3
Data Co!!ect$on
Sr%e"s 2ere )$%en to the +arents o# -6 *6A& A6A& F6A
and ?h$te stdents3 The +arent sr%e"s 2ere d$str$,ted to
-6 stdents $n ,oth En)!$sh and S+an$sh3 Stdent na'es 2ere
o,ta$ned #ro' schoo! rosters that $dent$#$ed the' ," the$r
rac$a! or ethn$c ,ac)rond3 Parents o# 0th and th )rade
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stdents rece$%ed the sr%e" +r$or to the re'a$n$n)
stdents3 Th$s 2as done ,ased on the +re'$se that these
stdents ha%e had a !on)er e5+osre to the PB 'ode!
thro)hot the$r acade'$c careers3 U+on e5hast$n) the 0th
and th
)rade rosters& stdents #ro' add$t$ona! )rades 2ere
)$%en +arenta! sr%e"s3 Parents 2ho had ch$!dren $n '!t$+!e
)rades 2ere )$%en on!" one sr%e"3 Sr%e" d$str$,t$on 2as
,ased on +ro+ort$ona! re+resentat$on o#
the o%era!! stdent +o+!at$on3 Ho2e%er& co'+!eted sr%e"s
d$d not re#!ect th$s d$str$,t$on de to ne%en res+onse
rates3
Treat'ent
Research #or th$s std" too +!ace dr$n) the .///G.//:
schoo! "ear3 C!assroo' o,ser%at$ons 2ere 'ade o%er a #$%e6
'onth +er$od #ro' Octo,er ./// to *arch .//:3 Sr%e"s 2ere
condcted $n t2o 2a%es3 The $n$t$a! 2a%e o# +arent sr%e"s
2as condcted dr$n) the !ast 2ee $n No%e',er and #$rst t2o
2ees $n Dece',er o# .///3 The second 2a%e o# +arent sr%e"s
2as condcted #ro' Fe,rar" .//: to A+r$! .//:3
The +arent sr%e" cons$sted o# s+ec$#$c (est$ons
that re!ated to the PB tenets3 Each (est$on so)ht to
deter'$ne $# the res+ondent 'a$nta$ned the sa'e %$e2 or
%a!es as the PB +ro)ra'3 Other (est$ons so)ht to see ot
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#ro' 2ho' do stdents !earn %a!es3 In add$t$on& three
(est$ons 2ere $nc!ded #or de'o)ra+h$c $n#or'at$on3
Data Ana!"s$s and Procedres
Data #ro' +arent sr%e"s 2ere )athered ," co',$n$n) the
$n#or'at$on #ro' each PB tenet3 A 'ean score #or P3B3 tenets
and the corres+ond$n) )ro+ 2as ca!c!ated3 The scores 2ere
then co'+ared3
O,ser%at$ons o# *6A& F6A and A6A stdents 2ere
condcted dr$n) 2ee!" PC 'eet$n)s3 Each PC !asted ,et2een
@/ and 0 '$ntes3 O,ser%at$ons o# c!tra! ,eha%$or 2ere
re)$stered t$!$4$n) a 'atr$5& 2h$ch $dent$#$ed +art$c!ar
c!tra! d$'ens$ons that co!d ,e o,ser%ed dr$n) the corse
o# the PC3 F$%e d$##erent 'atr$ces 2ere t$!$4ed& each
corres+ond$n) to a d$##erent c!tra! d$'ens$on3 O%er the
corse o# the std" #$%e se+arate o,ser%at$ons 2ere 'ade3
The c!tra! d$'ens$ons o# the 'atr$5 corres+onded to the
c!tre and )ender o# the $dent$#$ed +o+!at$on3 E%er" t$'e
an o,ser%a,!e ,eha%$or too +!ace a ta!!" 'ar 2as +!aced on
the 'atr$5 corres+ond$n) to the d$'ens$on3 U+on co'+!et$on&
the 'ars 2ere ca!c!ated to deter'$ne the n',er o#
,eha%$ors that 2ere o,ser%ed dr$n) the corse o# the PC3
The res!ts 2ere then co'+ared 2$th e5+ected c!tra!
,eha%$ors $n the rea!' o# edcat$on $dent$#$ed ," Ho#stede3
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L$'$tat$ons o# Sa'+!e
The sa'+!e s$4e #or th$s std" $s s'a!!& es+ec$a!!" $n
the case o# A6A and F6A stdents3 Ho2e%er& the n',er o#
stdents are re+resentat$%e o# th$s +art$c!ar trac $n th$s
schoo!3 Frther'ore& a rando' sa'+!e o# these stdents $s
#a$r!" re+resentat$%e o# stdents on the )reen trac3
enera!$4a,$!$t" o# res!ts $s cat$oned ho2e%er& de to the
s'a!! sa'+!e s$4e3
Conc!s$on
Th$s cha+ter +ro%$des an o%er%$e2 o# the std"3 In
add$t$on the 'ethods o# co!!ect$n) data 2ere d$scssed3 The
std" cons$sts o# t2o too!s #or )ather$n) dataK +arent
sr%e"s and stdent o,ser%at$ons3
The #o!!o2$n) cha+ter 2$!! e5a'$ne the std" res!ts3
Data #ro' stdent o,ser%at$on and +arent sr%e"s 2$!! ,e
ana!"4ed and re%$e2ed $n order to #or'!ate conc!s$ons3
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CHAPTER FIVE
RESULTS AND DISCUSSION
Introdct$on
Th$s cha+ter re+orts on the res!ts o# th$s std"3 The
#$rst sect$on re+orts the res!ts o# the +arent sr%e"s that
!ooed at 2hether the PB tenets con#or'ed or con#!$cted 2$th
+arenta! c!tra! %a!es3 The second sect$on $dent$#$es the
c!tra! d$'ens$ons o,ser%ed $n the PC3
Parent Sr%e"
The o%era!! res+onse rate #or a!! retrned sr%e"s 2as
@J3 Th$rt"6three A6A +arents 2ere sr%e"ed 2$th a res+onse
rate o# @;J3 F$#t" *6A +arents 2ere sr%e"ed 2$th a res+onse
rate o# @<J3 N$neteen F6A +arents 2ere sr%e"ed 2$th a
res+onse rate o# @J3 Th$rt"6n$ne ?h$te +arents 2ere
sr%e"ed 2$th a res+onse rate o# @:J3
The parent survey consists of 13 questions. Each of the
questions is related to a PB tenet. (See appendix A)
Econo'$c stats o# the +arents 2as deter'$ned ,"
2hether or not the$r ch$!dren rece$%ed #ree or redced !nch
#ro' the schoo!3 The #or'!a sed ," the De+art'ent o#
A)r$c!tre to deter'$ne e!$)$,$!$t" #or #ree and redced
+r$ce !nch 2as the standard t$!$4ed 9See Ta,!e :=3 *ost
ch$!dren 2hose +arents res+onded to the sr%e" rece$%ed #ree
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or redced !nch3 *ost o# the +arents $n th$s sr%e"
$nd$cated that the$r ch$!dren rece$%ed #ree and redce
+r$ced !nches3 Accord$n) to the +arents sr%e"ed <0J o# A6
A& ;J o# *6A& :J o# F6A and 0J o# ?h$te +arents re+orted
th$s3
O# a!! A6A +arent res+ondents J 2ere #e'a!es and the
rest& .@J& 2ere 'a!es 9See F$)re .=3 O# a!! *6A +arent
res+ondents <:J 2ere #e'a!e and the rest& :;J& 2ere 'a!e3 O#
a!! F6A +arent res+ondents <J 2ere #e'a!e and the rest&
:J& 2ere 'a!e3 O# ?h$te +arent res+ondents J 2ere #e'a!e
and the rest& .@J& 2ere 'a!e3
Se%ent"6se%en +ercent o# A6A sr%e"ed stated that the" 2ere
,orn $n the Un$ted States 9See F$)re @=3 T2ent"6three
+ercent stated that the" 2ere ,orn ot o# the contr"
9N$)er$a and En)!and=3 Th$rt"6se%en +ercent o# the *6A
sr%e"ed stated that the" 2ere ,orn $n the Un$ted States3
Ta,!e :3
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Free and Redced Lnch E!$)$,$!$t" $de& Un$ted States De+art'ent o#A)r$c!tre
$de #or E!$)$,$!$t"
M!" :st6 Mne @/th
.///
Persons $n Ho'e ?ee!" *onth!" Year!"
Q: .;< :&.<< :&00<
. 0/: :&@ ./&:<@
@ /0 .&:<. .&:<
0 / .&.; @:&0@
:/ @&/ @&;/< <:@ @&.@ 0.&.@
;: @&;/ 0&@<
< :&/./ 0&0: @&//@
For each add$t$ona! #a'$!" 'e',er add1
:/0 00< &@
QA hoseho!d o# one +erson cons$sts o# an ado+t$%e
ch$!d& an $nst$tt$ona!$4ed ch$!d& or a stdent 2ho $s
se!# s++orted3
F$)re .3 ender o# Parent Res+ondents3
Gender of Parent Respondents
0
20
$0
%0
&0
100
A"A "A F"A White
ale
Female
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S$5t"6three +ercent stated that the" 2ere ,orn $n *e5$co3
F$#teen +ercent o# the F6A sr%e"ed stated that the" 2ere
,orn $n the Un$ted States3 E$)ht"6#$%e +ercent stated that
the" 2ere ,orn $n the Ph$!$++$nes3 S$5t"6n$ne +ercent o# the
?h$tes sr%e"ed stated that the" 2ere ,orn $n the Un$ted
States3 Th$rt"6one +ercent stated that the" 2ere ,orn
ots$de o# the Un$ted States 9Ro'an$aGEro+e=3
Presentat$on o# F$nd$n)s
The #o!!o2$n) data are res!ts #ro' +arent sr%e"s that
$dent$#" the re!e%ance o# c!tre $n the PB tenets3 Each
tenet 2as $dent$#$ed 2$th a d$'ens$on o# c!tre ,ased on
Ho#stedes research3
F$)re @3 B$rth+!ace o# Parent Sa'+!e 9Percenta)e=3
T2o (est$ons so)ht to e!$c$t a res+onse that
$nd$cated 2hether praise 2as a co'+onent o# the res+ondents
c!tra! %a!e s"ste' 9See F$)re 0=3 Pra$se res+onse ,"
Birth Place of Parent Sample
0
20
$0
%0
&0
100
A"A "A F"A White
Forei'n
()*)
0<
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$dent$#$ed )ro+s 2ereK A6A J& ?h$tes .J& *6A J& and F6
A 0.J3
A6A and ?h$te +arents sa2 +ra$se as an $'+ortant %a!e3
?h$!e *6A 2ere not at +ar 2$th the ,ase!$ne ?h$te )ro+& a
'ajor$t" sa2 th$s %a!e as ,e$n) s$)n$#$cant3 In contrast& a
'ajor$t" o# F6A +arents d$d not see +ra$se as ,e$n) an
s$)n$#$cant %a!e3
The $nde5 seeking wise people 2as 'ade + o# #$%e
(est$ons3 *ean scores o# the #$%e (est$ons 2ere
F$)re 03 Parent Res+onse Pra$se C!tra! Va!e3 9+ercent=
ca!c!ated to ach$e%e an o%era!! score 9See F$)re =3
See$n) 2$se +eo+!e scores 2ere *6A 0<J& ?h$tes 0/J& F6A @;J
and A6A @0J3 These n',ers s$)n$#" that see$n) 2$se or
o!der +ersons #or ad%$ce $s cont$nos!" ta)ht %a!e3
*6A #e!t 'ore so than ?h$tes that see$n) )$dance and
ad%$ce #ro' o!der +eo+!e 2as an $'+ortant %a!e3 F6A 2ere at
+ar 2$th the ,ase!$ne ?h$te )ro+ $n the$r %$e2 o# the ro!e
o# o!der +eo+!e3 A6A #e!! ,e!o2 the ,ase!$ne ?h$te )ro+ $n
Praise
0
50
100
A"A "A F"A Whites
0;
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the$r %$e2 o# the ro!e that o!der +eo+!e +!a" $n the !$%es
o# the$r ch$!dren3
The $nde5 righting wrongs cons$sted o# #or (est$ons3
*ean scores o# the #or (est$ons 2ere ca!c!ated to ach$e%e
an o%era!! score 9See F$)re =3
R$)ht$n) 2ron)s scores 2ere A6A @0J& ?h$tes @.J& F6A .J&
and *6A .J3
F$)re 3 Parent Res+onse See$n)?$se Peo+!e C!tra! Va!e3 9+ercent=
A6A scored s!$)ht!" a,o%e the ?h$te ,ase!$ne )ro+ $n
the$r %$e2 o# r$)ht$n) 2ron)s3 Both F6A and *6A #e!! ,e!o2
the ?h$te ,ase!$ne )ro+ $n the$r %$e2 o# r$)ht$n) 2ron)s3
F$)re 3 Parent Res+onse R$)ht ?ron)s
C!tra! Va!e3 9+ercent=
Seeking Wise People
0
20
$0
%0
A"A "A F"A Whites
Right Wrongs
0
10
20
30
$0
A"A "A F"A Whites
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The $nde5& notice hurts, cons$sted o# #or (est$ons3
*ean scores o# the #or (est$ons 2ere ca!c!ated to ach$e%e
an o%era!! score 9See F$)re =3 Not$ce hrts scores 2ere F6
A @J& A6A @.J& ?h$tes .J and *6A .@J3
F6A and A6A scores on the not$ce hrts $nde5 are a,o%e
the ,ase!$ne ?h$te )ro+3 These scores $nd$cate that ,oth F6
A and A6A +arents see not$c$n) hrts as a 'ore s$)n$#$cant
%a!e than the ,ase!$ne )ro+3 *6A scores #e!! ,e!o2 those
o# the ,ase!$ne ?h$te )ro+3
F$)re 3 Parent Res+onse Not$ce HrtsC!tra! Va!e3 9+ercent=
The $nde5& give up put-downs, cons$sted o# t2o
(est$ons3 *ean scores #or the t2o (est$ons 2ere ca!c!ated
to ach$e%e an o%era!! score 9See F$)re <=3 $%e
Notice Hurts
0
10
20
30
$0
A"A "A F"A Whites
:
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F$)re <3 Parent Res+onse $%e U+Pt6Do2ns C!tra! Va!e3 9+ercent=
+ +t6do2ns scores 2ere F6A J A6A 0J& *6A 0/J and ?h$tes
@;J3
A!! )ro+s sr%e"ed $n th$s std" scored a,o%e the
,ase!$ne ?h$te )ro+ on the )$%e + +t6do2ns $nde53 These
scores $nd$cate that F6A& A6A and *6A $dent$#" 2$th th$s
%a!e 'ore so than the ,ase!$ne )ro+3
Another (est$on 2as ased to deter'$ne the $'+ortance
o# trth %s3 %$rte 9See F$)re ;=3
F$)re ;3 Parent Res+onse Trth VerssV$rte3 9+ercent=
Res+onses to th$s (est$on sho2 that ?h$tes $dent$#"
2$th the $dea! that 2ords and act$ons sho!d ,e one and the
Truth vs !irtue
0
20
$0
%0
&0
100
A"A "A F"A Whites
Words
Act ion
Give "p Put#Do$ns
0
20
$0
%0
A"A "A F"A Whites
.
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sa'e3 In contrast& a!! o# the )ro+s sr%e"ed $nd$cated ,"
the$r res+onses that there $s a d$##erence ,et2een 2hat one
sa"s and h$s or her act$ons3
The )o!den r!e& %o to others, as ou wish done to ou&
2as )$%en as an nso!$c$ted res+onse ," 'an" res+ondents #or
(est$on < a!on) 2$th the so!$c$ted res+onse 9See F$)re
:/=3
These nso!$c$ted res+onses 'a" $nd$cate that these
res+ondents ha%e a %a!e #ondat$on ,ased on the Mdeo6
Chr$st$an re!$)$os trad$t$on3
F$)re :/3 Parent Res+onse o!den R!e3 9+ercent=
Stdent O,ser%at$ons
The #o!!o2$n) data are the res!t o# o,ser%at$ons and
scor$n) o# ,eha%$ors $n the PC3
Fe'$n$neG*asc!$ne
Fe'$n$ne d$'ens$ons cons$st o# co'+!$'ents& e5+ress$on
o# #ee!$n)s& o%ert sho2$n) o# e'ot$ons& and ne)ot$at$n)3
Golden Rule
0
10
20
30
$0
A"A "A F"A Whites
@
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*asc!$ne d$'ens$ons are %$s$,$!$t" or the des$re to ,e
not$ced& e5+ress$n) #acts& #$)ht$n)& and st$c$n) to ones
)ns3
A!! stdents co'+!$ed 2$th )$%$n) and rece$%$n)
co'+!$'ents $n the PC3 T2o stdents $n$t$a!!" o+ted to +ass&
,t !ater )a%e a co'+!$'ent a#ter the rest o# the c!ass had
)$%en the$rs3
There 2ere :0 occrrences o# stdents see$n)
%$s$,$!$t" or 'a$n) o%ert atte'+ts to ,e not$ced3 A6A 2ere
acconta,!e #or .:J o# the o,ser%a,!e ,eha%$ors3 *a!e A6A
2ere res+ons$,!e #or J +ercent o# A6A occrrences& 2h$!e A6
A #e'a!es 2ere res+ons$,!e #or :0J3 There 2as one occrrence
o# an A6A #e'a!e 'a$n) a %$)oros atte'+t o# tr"$n) not to
,e not$ced ," h$d$n) ,eh$nd a des dr$n) a P3C3 F6A 2ere
acconta,!e #or :0J o# the occrrences3 *6A 2ere acconta,!e
#or 0J o# the occrrences3 *a!e *6A 2ere res+ons$,!e #or
0@J and #e'a!e *6A .:J3
The e5+ress$on o# #acts dr$n) the PC 2ere o,ser%a,!e
se%en t$'es3 A6A acconted #or 0@J +ercent o# occrrences3
*a!e A6A acconted #or .;J and #e'a!es :0J o# A6A
occrrence3 *6A acconted #or <J o# occrrences3 *a!e *6A
2ere res+ons$,!e #or .;J and #e'a!es .;J3
Stdent e5+ress$ons o# #ee!$n)s 2ere o,ser%ed #or
t$'es dr$n) the PC3 A6A 2ere acconta,!e #or /J o# the
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occrrences3 A!! 2ere attr$,ted to one #e'a!e3 *6A 2ere
acconta,!e #or the other /J o# the occrrences3 The
,eha%$ors 2ere e(a!!" s+!$t ,et2een *6A 'a!es and #e'a!es3
There 2ere no o,ser%a,!e acconts o# stdents
e5+ress$n) e'ot$ons 9cr"$n)= dr$n) the corse o# the PC3
Dr$n) the PC there 2ere t2o o,ser%a,!e acconts o#
stdents ne)ot$at$n)3 One *6A 'a!e carr$ed ot ,oth o# these
occrrences3
F$)ht$n) 2as o,ser%ed t2$ce dr$n) the corse o# the
PC3 A6A #e'a!es 2ere res+ons$,!e #or /J o# the occrrences3
*6A #e'a!es acconted #or the other /J o# the occrrences3
Po2er D$stance
D$'ens$ons +erta$n$n) to h$)h +o2er d$stance are o,ed$ence∗
to athor$t"& ra$s$n) ones hand ,e#ore s+ea$n)& and not
ta!$n) ot o# trn3 D$'ens$ons $nd$cat$n) 2ea +o2er
d$stance are ta!$n) ot o# trn& d$so,ed$ence&
contrad$ct$n) and cr$t$c$4$n)3
In the o,ser%at$ons condcted e5a'$n$n) o,ed$ence& *6A
stdents acconted #or J o# the ,eha%$ors3 *6A 'a!es
acconted #or @J and *6A #e'a!es #or .:J3 A6A 2ere
res+ons$,!e #or .:J o# the occrrences3 A6A 'a!es 2ere
res+ons$,!e #or :0J o# the ,eha%$ors and A6A #e'a!es J3
*a!e F6A 2ere res+ons$,!e #or .:J o# the occrrences3
O,ed$ence $n the conte5t o# th$s e5a'$nat$on $s de#$ned as#o!!o2$n) +redeter'$ned c!ass and PC r!es and d$rect$%es)$%en ," the teacher3
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There 2ere :/ conts o# d$so,ed$ence& not #o!!o2$n)
d$rect$ons& dr$n) the PC3 *6A acconted #or /J o# the
$n#ract$ons3 *6A 'a!es 2ere res+ons$,!e #or 0/J and *6A
#e'a!es @/J3 F6A 'a!es 2ere res+ons$,!e #or @/J o# the
$n#ract$ons3
Hand ra$s$n) $s an $nd$cat$on o# a h$)h +o2er d$stance
re!at$onsh$+3 N$net"6#$%e +ercent o# the *6A stdents 2ho
s+oe ra$sed the$r hands 2hen the" 2$shed to s+ea dr$n)
the PC3 A!! o# the F6A stdents con#or'ed to the nor' o#
ra$s$n) hands 2hen 2ant$n) to s+ea3 In add$t$on& a!! o# the
A6A stdents ra$sed the$r hands 2hen the" 2anted to ,e
reco)n$4ed3
There 2ere @. acconts o# stdents ta!$n) ot o# trn
dr$n) the PC3 *6A stdents acconted #or <:J o# the
o##ences3 *6A #e'a!es acconted #or 00J o# the $n#ract$ons
and 'a!es @J3 A6A acconted #or :@J o# the o##ences3 Both
A6A 'a!es and #e'a!es acconted #or 3J o# the o##ences3
Contrad$ct$n) and cr$t$c$4$n) $s de#$ned as re#t$n) or
+tt$n) do2n the test$'on" o# another3 *an" o# the $nc$dents
o# cr$t$c$4$n) and contrad$ct$n) 2ere attr$,ted to
d$scss$ons )ett$n) heated $n re)ards to the c!+a,$!$t" o#
an $nd$%$da!3 There 2ere e$)ht o,ser%ed $nc$dents o#
cr$t$c$4$n) or contrad$ct$n) dr$n) the corse o# the PC3 *6
A acconted #or 'ost o# the $nc$dents3 Fe'a!e *6A 2ere
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acconta,!e #or J& and *6A 'a!es acconted #or :@ J o# the
$nc$dents3
Fe'a!es 2ere s$)n$#$cant!" 'ore !$e!" to ,r$n) $sses
to the PC3 Fe'a!e stdents ,ro)ht <J +ercent o# the
$sses3 I# )ender and ethn$c$t" are addressed& *6A #e'a!es
acconted #or J and A6A #or :0J o# the $sses3 *6A 'a!es
acconted #or @.J o# the $sses3 No other 'a!es ,ro)ht
$sses to the PC3
Co!!ect$%e Verss Ind$%$da!
Co!!ect$%e c!tra! d$'ens$ons are react$ons to
con#rontat$on& #ace& and h$)h conte5t co''n$cat$on3
Ind$%$da! c!tra! d$'ens$ons are con#ront$n)& s+ea$n)
ones o+$n$on& !o2 conte5t co''n$cat$on and +t6do2ns3
O%er the corse o# the o,ser%at$ons there 2ere :<
occrrences o# con#ront$%e ,eha%$or3 O# these acconts& 'ost
o# the' ca'e #ro' *6A stdents3 S$5t"6s$5 +ercent ca'e #ro'
#e'a!es and .<J #ro' 'a!es3 A6A stdents acconted #or J o#
the occrrences3 A6A #e'a!es 2ere res+ons$,!e #or a!! A6A
occrrences3 In add$t$on there 2ere t2o acconts o# stdents
2ho 2ere $n con#ront$%e s$tat$ons 2ho choose not to ,e
con#ront$%e3 One o# the stdents 2as an A6A #e'a!e and the
other 2as a *6A 'a!e3
There 2ere #$%e acconts o# stdents tr"$n) to sa%e
#ace3 A!! o# the occrrences 2ere ," *6A stdents3 S$5t"
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+ercent o# the occrrences 2ere ," 'a!es and 0/J 2ere ,"
#e'a!es3
T2e!%e o,ser%a,!e occrrences o# 7s+ea$n) ones
o+$n$on8 2ere noted3 E$)ht +ercent o# the occrrences 2ere
," A6A3 A6A #e'a!es co''$tted a!! o# these3 *6A co''$tted
;.J3 Se%ent"6#$%e +ercent o# *6A occrrences 2ere co''$tted
," #e'a!es and :J ," 'a!es3 In add$t$on& there 2as one
occrrence o# a *6A 'a!e not 2ant$n) to s+ea h$s o+$n$on
2hen ased a,ot $n#or'at$on re)ard$n) the ,eha%$or o# a
#e!!o2 c!ass'ate3
There 2as on!" one o,ser%a,!e accont o# +t6do2ns $n
the PC3 An A6A #e'a!e to!d a #e!!o2 stdent to 7sht6+8
2hen d$scss$on )ot heated dr$n) the PC3
Uncerta$nt" A%o$dance
?ea ncerta$nt" a%o$dance d$'ens$ons $nc!de ta!$n)
2$th hands& ra$s$n) %o$ces& and acno2!ed)$n) 'an" trths3
Stron) ncerta$nt" a%o$dance d$'ens$ons are see$n) one
trth3
?hen !oo$n) at ,eha%$ors o# ta!$n) 2$th hands and
ta!$n) 2$th a ra$sed %o$ce :0J +ercent o# the o##ences 2ere
co''$tted ," A6A3 A6A #e'a!es co''$tted a!! o# theses3
E$)ht"6s$5 +ercent 2ere co''$tted ," *6A3 Fe'a!e *6A
co''$tted a!! o# these3 There 2as one accont o# a #e'a!e
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stdent 2ho s+oe %er" +ass$%e!" 2hen s+ea$n) to other
stdents dr$n) the PC3
The sho2$n) o# e'ot$ons occrred three t$'es3 O# these
occrrences& t2o 2ere ," *6A stdents and the other 2as ,"
an A6A stdent3
The +erce+t$on o# one trth %s3 'an" trths
d$str$,t$on 2as :0J A6A3 In th$s case& the A6A #e'a!e
stdent #e!t she 2as $n the r$)ht and that there co!d ,e no
other 2a" arond $t3 E$)ht"6s$5 +ercent 2ere co''$tted ," *6
A& J 'a!e and .;J #e'a!e3 In one case a *6A 'a!e stdent
e5+!a$ned to t2o stdents $n a con#!$ct that the" ,oth co!d
,e r$)ht ,ecase the" ,oth +erce$%ed so'eth$n) d$##erent3
Con#c$an D"na'$s'
D$'ens$ons o# !on)6ter' or$entat$on are %$rte and
act$on3 Short6ter' d$'ens$ons are trth and 2ords3
There 2ere :. acconts o# trth and 2ords3 *6A 2ere
res+ons$,!e #or 'ost o# the act$ons& 2$th *6A #e'a!es 'ore
!$e!" to do so3 F$#t"6e$)ht +ercent 2ere #e'a!e and @@J
'a!e3
There 2ere three acconts o# %$rte and act$on3 *6A
stdents 2ere res+ons$,!e #or a!! o# these3 Th$rt"6three
+ercent 2ere #e'a!e and J 'a!e3
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S''ar" o# F$nd$n)s
The data $n th$s sr%e" sho2 that the tenets o# PB do
not address the needs o# a!! the stdents and +arents
re+resented $n th$s std"3 ?h$!e 'an" o# the tenets do
#o!!o2 the c!tra! %a!es o# the re+resented )ro+s& o%er
a!!& the %a!es that PB +resents are +art$c!ar to the
,ase!$ne ?h$te )ro+3
*ost o# the +arents $n the $dent$#$ed )ro+s $nd$cated
that ho'e 2as the +r$'ar" trans'$tter o# %a!es3 The chrch
2as $dent$#$ed as the secondar" trans'$tter& 2h$!e the
schoo! 2as seen as the #$na! trans'$tter3 There 2ere a #e2
+arents 2ho sa2 the$r ch$!drens +eers as a con%e"er o#
%a!es3
Cha+ter s$5 2$!! d$scss the conc!s$ons and
reco''endat$ons o# th$s std"3 These reco''endat$ons and
conc!s$ons 2$!! ,e ,ased on the e%a!at$on o# the data
)athered3
CHAPTER SI
CONCLUIONS AND RECO**ENDATIONS
Introdct$on
Re%$e2 o# *ajor F$nd$n)s
The #o!!o2$n) cha+ter 'aes conc!s$ons and
reco''endat$ons ,ased on the data )athered #ro' +arent
sr%e"s and stdent o,ser%at$ons3 In$t$a!!"& the
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n$%ersa!$t" o# the PB +ro)ra' $s deter'$ned3 S,se(ent!"&
the c!tra! d$'ens$ons o# the PB +ro)ra' are $dent$#$ed to
deter'$ne 2here the +ro)ra' $s #!!" c!tra!!" ada+t$%e and
2here $t #a!!s short3
Un$%ersa!$t" o# PeaceB$!dersTenets
See$n) ?$se Peo+!e
The %a!e see$n) 2$se +eo+!e 2as n$%ersa! as $t
re!ated to a!! o# the )ro+s o# th$s std"3 *6A +arents had
a h$)her $nd$cat$on o# th$s %a!e than an" other c!ster&
$nc!d$n) the ,ase!$ne )ro+3 A 'ajor +o$nt o# re!e%ance $s
that a!! o# the c!tres $n the std" had a +ro#ond re)ard
#or 72$se +eo+!e38 Data $nd$cate that $t $s 'ost $'+ortant
to *6A3 Th$s 'a" ,e a res!t o# *6A c!tre scor$n) h$)her
on +o2er d$stance d$'ens$on3
Pra$se
A6A and *6A $nd$cated that the +ra$se %a!e 2as $n !$ne
2$th the$r c!tra! %a!es3 Pra$se 2as not an $sse $n the
PC& ,t $t 2as re!e%ant to 'ost o# the c!tres re+resented
$n the +arent sr%e"3 F6A +arents d$d not $nd$cate that the
e!e'ent o# +ra$se 2as as $'+ortant or t$!$4ed as an o+t$on
$n co'+ar$son to the ,ase!$ne )ro+3
$%e U+ Pt6Do2ns
A!! )ro+s n$%ersa!!" $dent$#$ed 2$th the %a!e $%e
U+ Pt6Do2ns3 E%er" one o# the c!sters scored a,o%e the
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,ase!$ne )ro+3 F6A had the h$)hest $nd$cat$on o# a!!
)ro+s3 There 'a" ,e so'e corre!at$on ,et2een F6A and the$r
res+onse a,ot +t6do2ns as $t re!ates to the$r Chr$st$an
,ased %a!e s"ste'3
R$)ht$n) ?ron)s
Th$s %a!e 2as on!" e',raced ," A6A3 Both F6A and *6A
d$d not res+ond $n !$ne 2$th the ,ase!$ne )ro+3 R$)ht$n)
2ron)s d$d not transcend a!! o# the c!tres and $s a
+art$c!ar %a!e3 The act$on 'a" ,e attr$,ted to the !oss
o# #ace ," ad'$tt$n) one 2as 2ron)3 Ho2e%er& add$t$ona!
research 2o!d ,e re($red to arr$%e at an ade(ate
conc!s$on3
Not$ce Hrts
Th$s %a!e 2as n$%ersa! a'on) a!! o# the )ro+s
+art$c$+at$n) $n th$s std"3 F6A and A6A had a h$)her score
on th$s %a!e than the ,ase!$ne )ro+3 Data on not$c$n)
hrts $nd$cates that a!! o# the c!tres 2ere e($%a!ent to
?h$te stdents on th$s %a!e3 A6A and F6A de'onstrated that
th$s %a!e 2as 'ch 'ore $'+ortant to the' than ?h$tes3
Accord$n) to +arent sr%e"s& +arents o%er2he!'$n)!"
#e!t that %a!es 2ere to ,e ta)ht at ho'e3 Schoo! and
chrch& accord$n) to +arenta! res+onses& are secondar"
teachers o# %a!es3 Data sho2 that re!$)$os $nst$tt$ons
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+!a" a !ar)er ro!e $n A6A& F6A& and *6A c!tres than #or
?h$tes3 Ho2e%er& ?h$tes #e!t that schoo!s 2ere 'ore
condc$%e #or the teach$n) o# %a!es than chrches3
A e" o,ser%at$on $s that A6A scored a,o%e the ,ase!$ne
$n #or ot o# the #$%e tenets3 Th$s #$nd$n) 'a" ha%e a
d$rect !$n 2$th A6A ha%$n) a !on)er h$stor$ca! re!at$onsh$+
2$th ?h$tes than *6A and F6A3
C!tra! D$'ens$ons o#PeaceB$!ders
*asc!$ne Fe'$n$ne
Co'+!$'ents $n c!tra! theor" #a!! 2$th$n the #e'$n$ne
d$'ens$on3 The ass'+t$on co!d ,e 'ade that ,oth *6A and F6
A stdents 2o!d ha%e a h$)her +ercenta)e o# +asses $n th$s
area o# PC& as the" ,oth co'e #ro' stron)!" 'asc!$ne
soc$et$es •3 Ho2e%er& the rates o# stdents +ass$n) 2ere
e5tre'e!" !o23 Ot o# the #$%e o,ser%at$ons there 2ere on!"
t2o +asses3
The #actors srrond$n) the co'+!$ance o# *6A and F6A
stdents $n )$%$n) and ta$n) co'+!$'ents $nd$cates the
In Ho#stedes std" *e5$cans score ;& F$!$+$nos 0 andA'er$cans .3 Th$s score re!ates to the 'asc!$n$t" 2$th theh$)hest ,e$n) a score o# ;3
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c!tra! d$'ens$on o# 'asc!$neG#e'$n$ne $s o%err$dden ," a
#ar 'ore $n#!ent$a! #actor3 Th$s std" s))est that e%en $#
*6A and F6A stdents 'a" not 2ant to +art$c$+ate $n the
+ra$se co'+onent o# the PB 'ode!& the" are #ar 'ore ,ond to
the re!at$onsh$+ 2$th athor$t"Q
than to 'asc!$ne $dent$t"3
The d$'ens$on o# +o2er d$stance o%err$des a!! o# the other
d$'ens$ons $n th$s +art$c!ar case3 Hence& th$s acconts #or
#!! +art$c$+at$on and !o2 +ass$n) rates $n the co'+!$'ent
+ort$on o# the PC3
A!so& cons$stent 2$th 'asc!$ne ,eha%$or& 'a!e stdents
sho2ed #ar 'ore concern 2$th the #acts o# the $sses ,ro)ht
+ ," the' or +rojected on the' ," other stdents3
Ana!"s$s o# the data $nd$cates that the co''n$cat$on
st"!es o# A6A& F6A and *6A stdents de'onstrate a stron)
tendenc" to2ard the 'asc!$ne3 Ho2e%er& the +rocess o#
co''n$cat$on $n the PB 'ode! $s $n ste+ 2$th #e'$n$ne
co''n$cat$on st"!e3 The PB 'ode! re($res stdents to see
a +ath o# coo+erat$on and ne)ot$at$on $n c!tres 2here
'$)ht $s +erce$%ed as r$)ht3
Dr$n) the corse o# the o,ser%at$ons $t 2as noted that
#e'a!es 2ere $n%o!%ed $n 'ost o# the con#!$ct $n the PC3
Th$s can ,e re!ated to the #act that #e'a!es ,ro)ht the
*Athor$t" $n the rea!' o# c!tra! d$'ens$ons $s 'an$#ested$n the +o2er d$stance d$'ens$on3 Po2er d$stance $s de#$ned&," Ho#stede& as the e5tent to 2h$ch the !ess +o2er#!'e',ers o# an $nst$tt$on and or)an$4at$ons 2$th$n a contr"e5+ect and acce+t that +o2er $s d$str$,ted ne(a!!"3
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'ajor$t" o# the $sses to the PC& 2ere 'ore act$%e $n the
PC& and that #e'a!e co''n$cat$on st"!e $s $n !$ne 2$th the
st"!e o# co''n$cat$on re($red #or PB3
Acno2!ed)$n) 'a!e co''n$cat$on st"!es 2o!d ass$st $n
ha%$n) 'ore 'a!es act$%e!" +art$c$+ate $n the PC3 E!e'ents
o# 'a!e co''n$cat$on that are $n accord 2$th the 7Bo" Code8
'a" #ac$!$tate th$s +rocess 9Po!!ac& :;;<=3
Co!!ect$%e Verss Ind$%$da!
Ana!"s$s o# the data $nd$cates that PB #orces stdents
to co''n$cate $n a !o2 conte5t #or'at3 Instrct$ons are
e5+!$c$t and deta$!ed3 In the rea!' o# the PC& stdents are
encora)ed to )$%e 7descr$+t$%e8 co'+!$'ents3 In add$t$on&
stdents are re($red to )$%e deta$!ed acconts a,ot ho2
the" are 2ron)ed& 2h$!e the +erson co''$tt$n) the 2ron) $s
to )$%e a deta$!ed accont o# ho2 he or she $s )o$n) to
rect$#" the 2ron)3
The PB +!ed)e conta$ns 'an" ,road re#erences to the
$nd$%$da!3 Ho2e%er& PB a!so re!$es on $nd$%$da!s act$n) $n
a co!!ect$%e 'anner3 In the constrcts o# PB& soc$et" 2$!!
,ene#$t #ro' the co!!ect$%e act$ons o# $nd$%$da!s and not
the co!!ect$%e act$on o# the co!!ect$%e3
B" $nc!d$n) co!!ect$%e act$ons and !an)a)e& the
+ro)ra' 2o!d ,e ,etter a,!e to address the needs o#
stdents #ro' ,oth $nd$%$da! and co!!ect$%e c!tres3
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Ho2e%er& ,e$n) that the Pro)ra' 2as conce$%ed $n an
$nd$%$da!$st$c c!tre& $t can ne%er #!!" e',race the
tota!$t" o# a co!!ect$%e c!tra! d$'ens$on3
Po2er D$stance
The co'+os$t$on o# the PB 'ode! 'a$nta$ns an $dea!
2here a!! are treated e(a!!"& 2h$ch $s character$st$c o#
!o2 +o2er d$stance3 The ro!e o# the teacher& ho2e%er& $s
a',$)os3 H$sGher ro!e constant!" sh$#ts on the +o2er
d$stance cont$n'3 In one $nstance heGshe $s an e(a!
'e',er o# the PC and $n another heGshe $s the centra! #$)re
o# +o2er3 A!tho)h the 'ode! 2as constrcted 2$th the $ntent
o# ,e$n) a stdent centered and 'ot$%ated +ro)ra'& the
constrct o# c!assroo' d"na'$cs& ," des$)n& #orces $t to
re%ert to h$)h +o2er d$stance3 Po2er d$stance a++ears to ,e
the dec$d$n) %o$ce $n 'an" o# the PB scenar$os3
The +ro)ra' 2o!d ,e ,etter s$ted 2$th a 2e!!6de#$ned
ro!e o# the teacher3 Th$s a++roach co!d e%en 'ean
acno2!ed)$n) that the teacher 2$!! na%$)ate ,et2een h$)h
and !o2 +o2er d$stance ro!es3
Uncerta$nt" A%o$dance
PB 2o!d ha%e to ,e character$4ed as ha%$n) a 2ea
ncerta$nt" a%o$dance3 A!tho)h PB does 'ot$%ate stdents to
,e e5+ress$%e o# the$r #ee!$n)s and e'ot$ons& 2h$ch $s a
$nd$cator o# stron) ncerta$nt" a%o$dance& $t 2o!d ,e
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conter+rodct$%e to the PB 'ode! $# $t enco'+assed other
character$st$cs o# stron) ncerta$nt" a%o$dance3 The +ro)ra'
has a +os$t$%e ot!oo on "oth& so!$c$ts %ar"$n) +o$nts o#
%$e2 and to!erates d$##erences& a!! $nd$cators o# 2ea
ncerta$nt" a%o$dance3
Lon)6Ter'GShort6Ter'3
The %$rtos$t" o# the PB +ro)ra' $s that $t +rses the
trth 2h$!e 'a$nta$n$n) a stron) +rs$t o# the %$rte o#
act$ons3 PB t$!$4es the +o2er o# 2ords to e5tract the trth
o# a s$tat$on3 PB nderstands the ease at 2h$ch the 2ord
7Sorr"8 $s sa$d 2$thot an" #ee!$n) or re'orse ,eh$nd $t3 To
de'onstrate ones s$ncer$t" PB $ns$sts that the o##ender +a"
so'e sort o# retr$,t$on $n r$)ht$n) 2ron)s3 Act$ons rather
than 2ords& $n th$s conte5t& are re+resentat$%e o# %$rte
accord$n) to the PB 'ode!3 Once trth $s esta,!$shed& 2ords
,eco'e $'+otent $n the +resence o# %$rte3 The act$ons o#
the $nd$%$da! s+ea %o!'es to rect$#" the s$tat$on3
L$'$tat$ons o# the Std"
The content o# th$s std" $s ,ased on #actors re!e%ant
to the +o+!at$on $n 2h$ch $t 2as condcted3 The sc$ence and
std" o# c!tre $s ,ased on )enera! +atterns o# ,eha%$or3
Ta$n) th$s $nto accont& one cannot 'a$nta$n the +erce+t$on
that a!! ,eha%$ors and conc!s$ons transcend thro)h e%er"
'e',er o# a )ro+3 The o,ser%at$ons and conc!s$ons o# th$s
std" are $ntended to ser%e as a )$de!$ne $nd$cat$n) the
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re!at$onsh$+ ,et2een an $nd$%$da!s c!tre as $t re!ates
to PB3
A!tho)h& the edcat$ona! %a!es o# the PB 'ode! are
c!ear!" s+e!!ed ot $n the !$teratre& there are +ers+ect$%e
re!ated +ro,!e's that ar$se 2hen dea!$n) 2$th c!tra!
%a!es3 Mst as +eo+!e are d$%erse $nter6c!tra!!"& the"
are jst as d$%erse $ntra6c!tra!!"3 There#ore& 'e',ers o#
the sa'e c!tra! or ethn$c )ro+ 'a" ha%e d$##erent
+ers+ect$%es concern$n) s$'$!ar 'atters3 Th$s d$%ers$t" $s
,ased on n'eros #actors3
• enerat$ona! stats can deter'$ne ho2 one +erce$%es
c!tra! %a!es3 Ne2co'ersGrecent $''$)rants 2$!!
'a$nta$n a stron)er connect$on to the$r ho'e contr"
%$a !an)a)e and c!tre& 2hereas sccess$%e
)enerat$ons 'a" ,eco'e 'ore acc!$'ated and
acc!trated to the !an)a)e& c!tre and %a!es o#
the host contr"3 The d$##erence 2$th$n a c!tre
'a" e%en ,e +resent $n hoseho!ds 2here sccess$%e
)enerat$ons res$de 9Phe!an& Da%$dson Cao& :;;:=3
• Lan)a)e $s another %ar$a,!e that 'a" a!ter the
otco'e de to 2or!d%$e2 ,e$n) $n#!enced or
d$ctated ," !an)a)e 9Sa+h$re6?hor#& :;<=3 For
e5a'+!e& there are e$)ht Astrones$an !an)a)es
+resent!" s+oen $n the Ph$!$++$nes 9Co'r$e& *athe2s
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and Po!$ns"& :;;=3 Another e5a'+!e o# !an)a)e
sa)e 2$th$n a c!tre $s the stats o# E,on$cs $n
the A#r$can6A'er$can co''n$t"3 There are a!so
%ar$os $nd$)enos !an)a)es crrent!" s+oen $n
*e5$co3
• ender& as a 2ho!e& $s a %ar$a,!e that 'a" a!ter
%a!es and +ers+ect$%es3 In a!! o# the $dent$#$ed
)ro+s& #e'a!es +!a" a n$(e ro!e $n the soc$et"
and c!tre3
• eo)ra+h" can a)a$n a!ter %$e2 and +ers+ect$%e
2$th$n a )ro+3
• Soc$oecono'$c stats $s a !ar)e $dent$#$er o# ho2
one %$e2s the 2or!d3 Ths& a +erson o# )reater 'eans
2$!! ha%e d$##erent %a!es than one o# !esser 'eans
#ro' the sa'e c!tra! ,ac)rond3
• A!tho)h not to the e5tent as the other %ar$a,!es&
re!$)$on 'a" a!ter ones %$e23 The +r$'ar" !ocat$on
o# th$s std" !$es on the #r$n)e o# a c$t" ,ased on
the re!$)$os teach$n)s o# The Se%enth Da" Ad%ent$st
Chrch3 It $s +oss$,!e that 'e',ers o# a )ro+ 2ho
ha%e chan)ed the$r re!$)$os ,e!$e#s 'a" so'e2hat
a!ter trad$t$ona! re!$)$os teach$n)s& 2h$ch are $n
accord 2$th c!tra! %a!es3
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An $'+ortant %ar$a,!e that d$d not sr#ace nt$! the
sr%e"s 2ere d$str$,ted 2as the $sses o# ethn$c and
c!tra! $dent$#$cat$on3 Stdents $n th$s std" 2ere
$dent$#$ed ," schoo! rosters& 2h$ch !$sted the' ," race and
ethn$c$t"3 Ho2e%er& stdents 2ho 2ere $dent$#$ed& ," the
schoo!& as ?h$te 2o!d not ,e c!ass$#$ed as sch $n other
sectors o# soc$et"3 For e5a'+!e& Pa!est$n$an and Ro'an$an
stdents 2ere $dent$#$ed as ?h$te accord$n) to the schoo!
roster3 As $t 'a" ,e anthro+o!o)$ca!!" correct to state that
the" are Cacaso$d& $t $s $naccrate to state that the"
share the sa'e c!tra!& soc$a! and !$n)$st$c
character$st$cs as 7?h$te8 A'er$cans3 E%en tho)h an atte'+t
2as 'ade to e5c!de non6A'er$can ?h$tes $n th$s std"& the
data $nd$cate that t2o o# the res+ondents 2ere ,orn $n
Ero+e3 Th$s +ro,!e' a)a$n ar$ses 2$th A#r$can6A'er$cans3 It
sho!d ,e noted that A#r$cans and Ero+eans o# A#r$can
descent 2ere a!so $nc!ded on the roster that $dent$#$ed
B!ac stdents3
Another $sse 2as that ,$6rac$a! ch$!dren 2ere rac$a!!"
de#$ned ," schoo! athor$t$es accord$n) to the$r +h"s$ca!
a++earance and +!aced on the stdent roster accord$n)!"3 It
$s a!! too +ro,a,!e #or a ch$!d to ,e $dent$#$ed as ,e$n) o#
one race and the +arent 2ho co'+!etes the sr%e" ,e$n) o#
another race3 The +ract$ce o# rac$a! $dent$#$cat$on co!d
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create a '$s$nter+retat$on o# the data3 It $s not no2 ho2
'an" ,$6rac$a! ch$!dren and #a'$!$es +art$c$+ated $n th$s
std"& ,t $t $s ass'ed that the" d$d const$tte& at !east&
a s'a!! +ercenta)e o# the sa'+!e3 Ho2e%er& #or the sae o#
th$s std"& the ass'+t$on that a 'e',er o# the $dent$#$ed
)ro+ co'+!eted the sr%e" 2as 'ade3
A#r$can6A'er$cans 2ere not d$rect!" $dent$#$ed $n
Ho#stedes std"3 It $s not no2n 2hether or not an"
A#r$can6A'er$cans 2ere +art o# the std" 2hen A'er$can
c!tra! d$'ens$ons 2ere deter'$ned3 To address th$s $sse
$n th$s std"& A'er$can c!tra! d$'ens$ons 2ere sed 2hen
address$n) A#r$can6A'er$cans3 Ho2e%er& the d$'ens$ons 2$!!
not ,e taen at #ace %a!e as the" 2ere 2$th F$!$+$nos and
*e5$cans3 Inter+retat$on o# A#r$can6A'er$can c!tra!
d$'ens$ons 2as condcted ," re!"$n) on other sorces3 De to
the #act that there $s a (ant$t" o# !$teratre and std$es
on A#r$can6A'er$can c!tre& $t 2as +oss$,!e to 'ae a
d$st$nct$on ,et2een A'er$can and A#r$can6A'er$can
d$'ens$ons3 For e5a'+!e& $n the conte5t o# $nd$%$da! %s3
co!!ect$%e& research has sho2n that A#r$can6A'er$cans
e5h$,$t 'ore character$st$cs o# a co!!ect$%e c!tre than do
?h$tes3
Conc!d$n) Re'ars
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The +r+ose o# th$s std" $s to e5a'$ne the c!tra!
re!e%ance o# the PB 'ode!3 In th$s std" 'an" #actors
re)ard$n) the ro!e that c!tre +!a"s $n the sco+e o# a
%$o!ence +re%ent$on +ro)ra' ha%e ,een c!ear!" $dent$#$ed3
As 'ch as soc$et" 2ants to ,e co!or,!$nd and d$s+ense
2$th ar,$trar" d$##erence& $n a s$ncere e##ort to create an
a!!6$nc!s$%e A'er$can soc$et"& these d$##erences are the
s,stance #ro' 2h$ch 2e are 'ade3 Ho2e%er& ," d$scont$n)
d$##erences& 2h$ch de#$ne 2ho 2e are& soc$et" $nad%ertent!"
d$sconts the %er" $nd$%$da! 2h$ch $t 2as tr"$n) to
$nc!de3 There#ore& +ro)ra's sch as PB need to address
conce+ts o# c!tre that 2$!! enhance the d$%ers$t" o#
+ro)ra' +art$c$+ants3 In ana!"4$n) the Pro)ra'& $t $s
a++arent that ste+s ha%e ,een 'ade to address these $sses
on so'e !e%e!3 For e5a'+!e& the +ro)ra' cons$sts o# 'an"
co'+onents that are $n S+an$sh3 Ho2e%er& ha%$n) S+an$sh
!an)a)e 'ater$a!s does not #!!" address the c!tra!
d$'ens$ons o# Lat$no stdents3 On the other hand& $t $s
so'e2hat nrea!$st$c to e5+ect that th$s or an" other 'ode!
2$!! ,e a,!e to ,e sccess#! $n a d$%erse soc$et"&
es+ec$a!!" 2h$!e cont$n$n) to +rescr$,e a 7one6s$4e #$ts
a!!8 'enta!$t"3 I# an" #or' o# con#!$ct or %$o!ence
+re%ent$on tra$n$n) $s to ,e sccess#! $n a '!t$c!tra!
soc$et"& there 2$!! ha%e to ,e 'an" s,6+ro)ra's )eared to
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address$n) the needs o# the d$%erse stdent +o+!at$on3
Other2$se& $t 'a" not ,e #!e5$,!e eno)h to address the
needs o# a!! stdents3 Ho2e%er& $t $s h$)h!" n!$e!" that
sch #ocs 2$!! ,e #orthco'$n)3 De to the #act that schoo!
+r$or$t$es are e%er chan)$n) and 'ore e'+has$s $s ,e$n)
+!aced on $'+ro%$n) acade'$c standards& and +ro'ot$n)
standard$4ed test$n) and other #or's o# acconta,$!$t"&
+ro)ra's sch as PeaceB$!ders 2$!! !$e!" re'a$n a !o2
+r$or$t" #or edcators3 In a!! !$e!$hood& e##orts to
address +otent$a! c!tra! d$##erences $n the PB +ro)ra'
2$!! there#ore not ,e #orthco'$n)3
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APPENDI A
SURVEY
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:= ?hat do "o do $# "or ch$!d d$so,e"s or does so'eth$n)2ron)>
.= ?hat sho!d "or ch$!d do $# heGshe has a +ro,!e'>
@= ?hat do "o do 2hen "or ch$!d does so'eth$n) )ood>
0= Ho2 do "o s++ort "or ch$!d or !et h$'Gher no2 thatheGshe has done so'eth$n) )ood>
= ?here does "o ch$!d !earn r$)ht #ro' 2ron)>
= ?hat sho!d "or ch$!d do $# heGshe hrts so'eone&+h"s$ca!!" or e'ot$ona!!">
= ?hat sho!d "or ch$!d do $# so'eone sa"s so'eth$n) thathrts h$sGher #ee!$n)s>
<= Is there a t$'e 2hen $t $s O3-3 to sa" th$n)s to hrt the#ee!$n)s o# others> E5+!a$n& 2h" or 2h" not>
;= Is "or ch$!d a2are 2hen heGshe has hrt another> I# "es&2hat does heGshe do>
:/= Does "or ch$!d rece$%e #ree or redced !nch>
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::= Is the +erson do$n) th$s sr%e" a 'an or 2o'an>
:.= ?ere "o ,orn $n the Un$ted States> I# not 2here>
:@= Ho2 'an" ,o"s____ and Gor )$r!s____ do "o ha%e thatattend th$s schoo!>
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APPENDI B
RA? DATAPARENT SURVEY
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:= ?hat do "o do $# "or ch$!d d$so,e"s or does so'eth$n)2ron)>
NH• R? S?P
AA J J /J
*E /J /J /J
FIL 0.J /J /J
?HT /J <J /J
.= ?hat sho!d "or ch$!d do $# heGshe has a +ro,!e'>
S?PAA J
*E ://J
FIL ://J
?HT ://J
@= ?hat do "o do 2hen "or ch$!d does so'eth$n) )ood>
P
AA ;J
*E <J
FIL 0.J
?HT .J
NH Not$ce Hrts& R? R$)ht ?ron)s& S?P See ?$sePeo+!e& P Pra$se& AA A#r$can A'er$can& *E *e5$can&FIL F$!$+$no& ?HT ?h$te
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0= Ho2 do "o s++ort "or ch$!d or !et h$'Gher no2 thatheGshe has done so'eth$n) )ood>
PAA :J
*E @J
FIL 0.J
?HT .J
= ?here does "o ch$!d !earn r$)ht #ro' 2ron)>
S?P Ho'e Schoo! Chrch Other
AA ://J .J :0J :;J :J9+eers=
*E ://J /J :J :J /J
FIL :JQ J :.3J :.3J /J
?HT ;.J J ..J 3J 3J9+eers=
Q9One res+ondent d$d not ans2er th$s (est$on& a!tered tore#!ect th$s=
= ?hat sho!d "or ch$!d do $# heGshe hrts so'eone&+h"s$ca!!" or e'ot$ona!!">
NH R? S?P ?ords Act$ons
AA .@J <0J J @J .J
*E ::J <0J J <0J :J
FIL :0J :J /J <@J :J
?HT .@J .J :J @J @<J
= ?hat sho!d "or ch$!d do $# so'eone sa"s so'eth$n) thathrts h$sGher #ee!$n)s>
;
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UPD NH R? S?P
AA /J J J 0J
*E /J /J J @J
FIL :0J /J /J 0.J
?HT /J /J J @<J
<= Is there a t$'e 2hen $t $s O3-3 to sa" th$n)s to hrt the#ee!$n)s o# others> E5+!a$n& 2h" or 2h" not>
UPD o!den R!e
AA ;.J @:J
*E ;J ::J
FIL ://J .;J
?HT J :J
;= Is "or ch$!d a2are 2hen heGshe has hrt another> I# "es&2hat does heGshe do>
NH R? S?P
AA ;.J @<J J
*E ;J ::J @J
FIL <J .<J :0J
?HT <J @J <J
:/= Does "or ch$!d rece$%e #ree or redced !nch>
AA <0J
*E ;J
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FIL :J
?HT 0J
::= Is the +erson do$n) th$s sr%e" a 'an or 2o'an>
* F
AA .@J J
*E :;J <:J
FIL :J <J
?HT .@J J
:.= ?ere "o ,orn $n the Un$ted States> I# not 2here>
US Other contr"
AA .@J9N$)er$aG En)!and=
*E @J @J9*e5$co=
FIL :J <J9Ph$!$++$nes=
?HT ;J @:J9Ero+eGRo'an$a=
:@= Ho2 'an" ,o"s____ and Gor )$r!s____ do "o ha%e thatattend th$s schoo!>
Bo"s $r!s
AA J @J
*E J 0@J
FIL J .J
<:
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REFERENCES
A,e!!& E3& C!a2son& *3 9:;;=3 Parent$n) Va!es& Att$tdes&Beha%$or& And oa!s O# A#r$can A'er$can *others Fro' ALo26Inco'e Po+!at$on In Re!at$on To Soc$a! AndSoc$eta! Conte5t3 Morna! o# Fa'$!" Isses &:& 9=&
;@6:0
A%ech& -3 B!ac& P3 9:;;:=3 The C!tre est$on andCon#!$ct Reso!t$on3 Peace Chan)e&:& 9:=& ..60
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Ba!da4o& P3 9:;;:=3 The ood& The Bad& The Beat$#! AndThe U)!" In F$!$+$no C!tra! Va!es3 Her$ta)e & &9:=& 6
B!'& L3 9:;;;=3 Race& Co''n$t" and *ora! Edcat$on1-oh!,er) and S+$e!,er) as C$%$c Edcators3.<& 9.=& :.600
Bra5ton& R3 9:;;;=3 C!tre& Fa'$!"& and Ch$nese and-orean A'er$can Stdent Ach$e%e'ent1 An E5a'$nat$on o#Stdent Factors That A##ect Stdent Otco'es3 Co!!e)eStdent Morna!3@@&9.=& ./6.
B"#$e!d& V3 9:;;@=3 Va!es Edcat$on Thr$%esK StdentsDo Not& A!,erta Re+ort ./& 9@:=& @06@
Ca!$#orn$a De+t o# Edcat$on 9.//:=3 Edcat$on $nCa!$#orn$a3 : +ara)ra+hs Retr$e%ed A)st :0& .//:#ro' the 2or!d 2$de
2e,1htt+1 GG2223cde3ca3)o%G$asaGca!$#orn$a3ht'!
Cand!er& C3 9:;;;=3 T2ent" Years A#ter1 Re+!$cat$n) aStd" o# An)!o6and *e5$can6A'er$can C!tra! Va!es3Soc$a! Sc$ence Morna! @& 9.=& @@6<
Car,orne& P3 9:;;:=3 Pers+ect$%es on Va!es Edcat$on3C!ear$n) Hose 0&9=& .;/6/.
Carr& D3 9.///=3 *ora! For'at$on& C!tra! Attach'ent orSoc$a! Contro!1 ?hats the Po$nt o# Va!es Edcat$on>Edcat$ona! Thero" / 9:=& 0;6@
Chen)& -3 9:;;<=3 Can Edcat$on Va!es Be Borro2ed> Loo$n)Into C!tra! D$##erences3 Pea,od" Morna! o# Edcat$on@ 9.=& ::6@/
Chr$st$e& 3 Petr$e& S3 Chr$st$e& C3 9:;;=3PeaceB$!ders1 B$!d$n) Peace #or Stron) Co''n$t$es39Presentat$on= Creche and -$nder)arten Assoc$at$on&Rocha'+ton
Co'r$e& B3& *atthe2s& S3 Po!$ns"& *3 9:;;=3 The At!aso# Lan)a)es3 Ne2 Yor1 Facts on F$!e Inc3
Coone"& *3 9:;;=3 Read$ness #or Schoo! or #or Schoo!C!tre3 Ch$!dhood Edcat$on :& 9@=& :06:
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Cra2#ord& D3 Bod$ne& R3 9:;;=3 Con#!$ct reso!t$onEdcat$on1 A $de to I'+!e'ent$n) Pro)ra's $nSchoo!s& Yoth6Ser%$n) Or)an$4at$ons& and Co''n$t"and M%en$!e Mst$ce Sett$n)s O##$ce o# M%en$!eMst$ce and De!$n(enc" Pre%ent$on3 ?ash$n)ton D3C31U3S3 o%ern'ent Pr$nt$n) O##$ce3
Darder& A3 9:;;:=3 C!tre and Po2er $n the C!assroo'1
A Cr$t$ca! Fondat$on #or B$!$n)a! Edcat$on?est+ort1 Ber)$n and ar%e"&3
de*arr$a$s& -3& Le Co'+ete& *3 9:;;;=3 The ?a" Schoo!s
?or3 Ne2 Yor1 Lon)'an
Des$'one& L3 9:;;;=3 L$n$n) Parent In%o!%e'ent 2$thStdent Ache$%e'ent3 Does Race and Inco'e *atter3Morna! o# Edcat$ona! Research ;@&9:=& ::6@/
Er$ch& L3 9:;;@=3 :;;@ FACC Scho!arsh$+ And F$nanc$a! A$d
A2ards3 Her$ta)e &9=& :06:
F$sher& 3 9:;<@=3 Internat$ona! Ne)ot$at$on1 Cross6C!tra!Perce+t$on3 The H'an$st &90@=& :06:<
a!,ra$th& R39:;=3 *ora! Reason$n) 3*$nnesota1 reenha%enPress
endrano& V3 9:;;=3 Understand$n) F$!$+$no Parents andrand+arents3 Her$ta)e :/& ./6..
reene& *3 9:;;:=3 Va!es Edcat$on $n the Conte'+orar"*o'ent3 C!ear$n) Hose 0& 9=& @/:6@/0
Ha!!& E39:;;=3 The S$!ent Lan)a)e3 ree2$ch1Fa2cettP,!$cat$ons
Ha!!& E39:;<;a=3 Be"ond C!tre3 Ne2 Yor1 Anchor Boos
Ha!!& E39:;<;,=3 The Dance o# L$#e3 Ne2 Yor1 Anchor Boos
Ha!!& E39:;;/=3 The H$dden D$'ens$on3 Ne2 Yor1 AnchorBoos
Ha"es& 3 9.///=3 A Case #or *ora! Edcat$on3 Morna! o#H'an$st$c Conse!$n) De%e!o+'ent& @; 9:=& .60
Hearts+r$n)s& Inc39:;;0=3 PeaceB$!ders Pra$se Peo+!e3PeaceB$!ders
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Hearts+r$n)s& Inc39:;;=3 Act$on $de3 PeaceB$!ders
Hearts+r$n)s& Inc39:;;=3 A Parents $de For B$!d$n) *orePeace at Ho'e3 Peace B$!ders
H$rcsch& E3 9:;;=3 The Schoo!s ?e Need ?h" ?e Dont Ha%eThe'3 Ne2 Yor1 Do,!eda"
Ho& *3-3 9:;<=3 Fa'$!" Thera+" 2$th Ethn$c *$nor$t$es3Ne2,r" Par1 Sa)e
Ho#stede& 3 9:;;=3 C!tres and Or)an$4at$ons1 So#t2are o#the *$nd Ne2 Yor1 *c ra26H$!!
Han)& 39:;;0=3 Be"ond C!tre1 Co''n$t$es 2$th As$anA'er$can Ch$!dren and Fa'$!$es3 Er$c D$)est& Retr$e%edFe,rar" .& :;;; #ro' the ?or!d ?$de ?e,htt+1GG2223er$c62e,3tc3co!',$a3edGd$)estGd$);03ht'!
In!es& A3 Le%$nson& D3 9:;;=3 Nat$ona! Character1 TheStd" o# *oda! Persona!$t" and Soc$oc!tra! S"ste's3In 3 L$ndse" E3 Aronson The Hand,oo o# Soc$a!Ps"cho!o)"3 9.nd ed$t$on= Vo!30 Read$n)1 Add$son W?es!e"
Mandt& F39:;;=3 Interc!tra! Co''n$cat$on ThosandOas1 Sa)e +,!$cat$ons
Mohnson & D3?3 Mohnson& R3T39:;;=3 Con#!$ct reso!t$onand Peer *ed$at$on Pro)ra's $n E!e'entar" and Secondar"Schoo!s1 A re%$e2 o# Research3 Re%$e2 o# Edcat$ona!Research 9=&0;6/
Mohnson& S3 9:;;/=3 Teachers at ?or3 Ne2 Yor1 Bas$c Boos
-ane& C3 9:;;<=3 D$##erences $n Fa'$!" o# Or$)$n Perce+t$onsA'on) A#r$can A'er$can& As$an A'er$can and H$s+an$cA'er$can Co!!e)e Stdents3 Morna! o# B!ac Std$es &
.;& 9:=& ;@6:/
-aren)a& *3 9:;;=3 A#r$can C!tre And The On)o$n) est#or E5ce!!ence3 B!ac Co!!e)$an & .& 9.=& :/6:@
-hon& A3 9:;;0=3 The R$s o# Re2ards3 Er$c D$)estRetr$e%ed *arch & :;;; #ro' the ?or!d ?$de ?e,
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htt+1GGer$c62e,3tc3co!',$a3edG)$desG+)3ht'!
-hon& A3 9:;;=3 D$sc$+!$ne Is The Pro,!e'6Not TheSo!t$on& Learn$n) *a)a4$ne Retr$e%ed Mne <& .////#ro' the ?or!d ?$de ?e,htt+GG12223A!#$e-ohn3or)Gteach$n)Gd$t+nts3ht'
-hon& A3 9:;;=3 Ho2 Not to Teach Va!es3 Edcat$ona!
D$)est& .&9;=& :.6:<
Len)& B3 9:;;0=3 C!tre as a Conte5ta! Var$a,!e $n theStd" o# D$##erent$a! '$nor$t" Stdent Ach$e%e'ent3Morna! o# Edcat$ona! Isses o# Lan)a)e *$nor$t"Stdents39:@=& ;6:/
Lo%$n& R39:;<<=3 The Schoo! and the Art$c!at$on o#Va!es3 A'er$can Morna! o# Edcat$on ;3 9.= :0@6:
*ar$n& 3 *ar$n& B3V3 9:;;:=3 Research 2$th H$s+an$cPo+!at$ons3 Ne2,r" Par1 Sa)e
*cCarth"& S3 9:;;<=3 ?h" Mohnn" Cant D$so,e"3 In 3 ?ea%er9ed3= C!tre& Co''n$cat$on and Con#!$ct1 Read$n)s $nInterc!tra! Re!at$ons 9.6.<:=3 Needha' He$)hts1S$'on Schster
*ora!es6Mones& C3 9:;;<=3 Understand$n) H$s+an$c C!tre1Fro' To!erance to Acce+tance3 The De!ta a''a B!!et$n0390= :@6:
Nat$ona! Center #or Edcat$on Stat$st$cs 9:;;=3 F$nd$n)s#ro' The Cond$t$on o# Edcat$on :;;1 The Soc$a!Conte5t o# Edcat$on No3:/ 1 Athor3
Nat$ona! Edcat$on Assoc$at$on3 9:;;=3 The Stats o#A'er$can P,!$c Schoo! Teacher :;;6;& ?estha%en1 NEAPro#ess$ona! L$,rar"
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