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The Impact of Diversity and Inclusion Training of Students on School Climate.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Impact of Diversity and Inclusion Training of Students on School Climate./
作者:	Madding, Susanne.
面頁冊數:	1 online resource (90 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-11, Section: B.
Contained By:	Dissertations Abstracts International85-11B.
標題:	Secondary education. -
電子資源:	click for full text (PQDT)
ISBN:	9798382755021

The Impact of Diversity and Inclusion Training of Students on School Climate.
Madding, Susanne.

The Impact of Diversity and Inclusion Training of Students on School Climate. - 1 online resource (90 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: B.

Thesis (D.Ed.)--University of St. Francis, 2024.

Includes bibliographical references

The purpose of this study was to evaluate the impact of student diversity and inclusion training on the overall climate of a school. The study was a quasi-experimental quantitative study that compared school climate prior to and after the implementation of student diversity and inclusion trainings. During this study, two types of diversity and inclusion trainings were used: a mandatory training and a voluntary peer-led training. Several instruments were used to measure school climate including peer conflict related discipline referral data, the 5Essentials survey, and post-training survey data. Participants of the study were high school students from a Chicago suburb. The study compared student discipline referral data and 5Essentials survey data (specific to student perception of school safety and peer relations) from 2019, before the implementation of student diversity and inclusion training, to 2023, after the implementation of student diversity and inclusion training. Post-training survey data compared the responses of mandatory participants to voluntary participants, seeking to determine if there was a difference in their attitudes toward diversity and inclusion training. While there was a decrease in the number of peer conflict related discipline referrals, the difference was not statistically significant. The study found a statistically significant difference in 5Essentials survey responses specific to perceived safety in the hallways and bathrooms of the school, as well as student perception that their peers like to put others down. The differences, however, were not favorable. There was no statistically significant difference in mandatory or voluntary participants' attitudes toward diversity and inclusion training. It would be beneficial for future research to continue studying the impact of student diversity and inclusion training and other mechanisms to improve school climate.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382755021Subjects--Topical Terms:

1179560
Secondary education.
Subjects--Index Terms:

DiscriminationIndex Terms--Genre/Form:

554714
Electronic books.

The Impact of Diversity and Inclusion Training of Students on School Climate.
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520 $a The purpose of this study was to evaluate the impact of student diversity and inclusion training on the overall climate of a school. The study was a quasi-experimental quantitative study that compared school climate prior to and after the implementation of student diversity and inclusion trainings. During this study, two types of diversity and inclusion trainings were used: a mandatory training and a voluntary peer-led training. Several instruments were used to measure school climate including peer conflict related discipline referral data, the 5Essentials survey, and post-training survey data. Participants of the study were high school students from a Chicago suburb. The study compared student discipline referral data and 5Essentials survey data (specific to student perception of school safety and peer relations) from 2019, before the implementation of student diversity and inclusion training, to 2023, after the implementation of student diversity and inclusion training. Post-training survey data compared the responses of mandatory participants to voluntary participants, seeking to determine if there was a difference in their attitudes toward diversity and inclusion training. While there was a decrease in the number of peer conflict related discipline referrals, the difference was not statistically significant. The study found a statistically significant difference in 5Essentials survey responses specific to perceived safety in the hallways and bathrooms of the school, as well as student perception that their peers like to put others down. The differences, however, were not favorable. There was no statistically significant difference in mandatory or voluntary participants' attitudes toward diversity and inclusion training. It would be beneficial for future research to continue studying the impact of student diversity and inclusion training and other mechanisms to improve school climate.
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