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Qualitative Study of Public Policy Affecting Public University Students : = How Positive Psychology May Lessen Racism.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Qualitative Study of Public Policy Affecting Public University Students :/
Reminder of title:	How Positive Psychology May Lessen Racism.
Author:	Peck, Russell.
Description:	1 online resource (242 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
Contained By:	Dissertations Abstracts International85-08A.
Subject:	Public policy. -
Online resource:	click for full text (PQDT)
ISBN:	9798381691931

Qualitative Study of Public Policy Affecting Public University Students : = How Positive Psychology May Lessen Racism.
Peck, Russell.

Qualitative Study of Public Policy Affecting Public University Students :How Positive Psychology May Lessen Racism. - 1 online resource (242 pages)

Source: Dissertations Abstracts International, Volume: 85-08, Section: A.

Thesis (D.P.A.)--Walden University, 2024.

Includes bibliographical references

Racism, racial inequity, and racial violence, including micro-aggressions (slurs and fearful glances) are endemic in modern American society. Finding ways to eliminate or at least mitigate racism and racial violence is important, not only for public safety but also to ensure equality, fairness, and social harmony among every stratum of American society. The purpose of this study was to determine if teaching positive psychology in Boston, Massachusetts (MA)-area university college classrooms helped improve race relations. The primary research question involved determining factors that create racism and racial violence in society. The second research question was about if an education policy that includes positive psychology can be a useful strategy for reducing racism in a Boston, MA-based public university. A qualitative survey among 40 randomly-selected college students was administered. The survey was used to measure beliefs about racial views, aggression, micro-aggressions, educational levels, compassion, and whether participants had knowledge of positive psychology. Data were coded using thematic analysis. Results showed most participants were more accustomed to thinking positively. In addition, they reported they experienced racial slurs and other subtle racism (such as seemingly harmless jokes) that, if internalized, would later be expressed as racial slurs. Most participants believed racism was inherent in races other than their own. Positive social change is possible if education policy includes positive psychology that encourages racial and social harmony.

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

Mode of access: World Wide Web

ISBN: 9798381691931Subjects--Topical Terms:

1002398
Public policy.
Subjects--Index Terms:

AltruismIndex Terms--Genre/Form:

554714
Electronic books.

Qualitative Study of Public Policy Affecting Public University Students : = How Positive Psychology May Lessen Racism.
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500 $a Advisor: Gordon, Mark;Walker, John.
502 $a Thesis (D.P.A.)--Walden University, 2024.
504 $a Includes bibliographical references
520 $a Racism, racial inequity, and racial violence, including micro-aggressions (slurs and fearful glances) are endemic in modern American society. Finding ways to eliminate or at least mitigate racism and racial violence is important, not only for public safety but also to ensure equality, fairness, and social harmony among every stratum of American society. The purpose of this study was to determine if teaching positive psychology in Boston, Massachusetts (MA)-area university college classrooms helped improve race relations. The primary research question involved determining factors that create racism and racial violence in society. The second research question was about if an education policy that includes positive psychology can be a useful strategy for reducing racism in a Boston, MA-based public university. A qualitative survey among 40 randomly-selected college students was administered. The survey was used to measure beliefs about racial views, aggression, micro-aggressions, educational levels, compassion, and whether participants had knowledge of positive psychology. Data were coded using thematic analysis. Results showed most participants were more accustomed to thinking positively. In addition, they reported they experienced racial slurs and other subtle racism (such as seemingly harmless jokes) that, if internalized, would later be expressed as racial slurs. Most participants believed racism was inherent in races other than their own. Positive social change is possible if education policy includes positive psychology that encourages racial and social harmony.
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