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



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

$$



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

$$$



:= 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

$%



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

%



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

%$



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@

%$$



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;/

%$$$



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



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



$$$



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

:



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#

.



'$nor$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

@



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



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



• 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



• 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



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

<



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

;



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.

:/



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!!"&

::



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

:.



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)"

:@



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

:0



CHAPTER THREE

REVIE? OF LITERATURE

:



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

:



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&

:



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

:<



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!!

:;



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

./



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

.:



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

..



'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

.@



$n a!! soc$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

.0



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

.



+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

.



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

.



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

.<



-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

.;



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

@/



+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#

@:



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

@.



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

@@



$n#!ence on ,e!$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

@0



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

@



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

@



,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

@



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

@<



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



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

0/



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

0:



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

0.



#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

0@



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

00



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

0



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

0



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

0



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<



$dent$#$ed )ro+s 2ereK A6A J& ?h$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;



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

/



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

:



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

.



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

@



*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

0



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



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



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"



+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

<



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

;



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

/



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

:



,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

.



+!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

@



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

0



'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



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



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



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

<



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

;



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

/



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

:



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

.



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

@



APPENDI A

SURVEY

0



:= ?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>



::= 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!>



APPENDI B

RA? DATAPARENT SURVEY



:= ?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

<



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>

;



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

</



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

<:



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

<.



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:

<@

http://www.cde.ca.gov/iasa/california.html

http://www.cde.ca.gov/iasa/california.html



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

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peacebuilders and the values of culturally diverse students

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