Abstract
Abstract: Guided by empowerment and ecological theories, the Youth Empowerment Solutions (YES) program facilitates character development through activities based in cultural differences, team building, and social change. This pilot study consisted of two focus groups (n = 13) of middle school youth conducted after their participation in an abbreviated version of the YES program. Specifically, the present study examined youth’s cross-cultural perspectives after participation. The focus groups were transcribed and coded for emergent themes using Heaton’s (2005) supplementary data analysis framework. Qualitative analysis resulted in two emergent themes: 1) enhanced appreciation for similarities and differences in cultural and ethnic backgrounds, and 2) the role of respect in understanding differences and confronting stereotypes. Specifically, youth reported that engagement in this program fostered positive awareness of cultural differences and respect for inter-ethnic relationships. The findings provide support for the benefits of the YES program on moral development and promotion of healthy peer relationships.
Highlights
Peer victimization in ethnically diverse schools is a topic of increasing concern (Bagci, Rutland, Kumashiro, Smith, & Blumberg, 2014; Vervoort, Scholte, & Overbeek, 2010)
Teachers nominated youth not identified as active school leaders but displaying potential leadership skills to participate in an abbreviated version of the Youth Empowerment Solutions (YES) program (Zimmerman et al, 2011), a component of the larger study
The present study aimed to identify how in engagement in an abbreviated version of the YES program influenced moral development through cross-cultural perspectives
Summary
Peer victimization in ethnically diverse schools is a topic of increasing concern (Bagci, Rutland, Kumashiro, Smith, & Blumberg, 2014; Vervoort, Scholte, & Overbeek, 2010). Peer victimization in ethnically or racially diverse schools may be promoted by the ethnic composition of a school. Youth exposed to a small proportion of racial or ethnic similar peers at their school are at a higher risk for peer victimization compared to youth who attend schools with higher proportions of ethnically diverse youth among the general student body (Vervoort et al, 2010). Ethnic diversity in schools can have positive implications for many areas, from academic performance (e.g., Benner & Wang, 2014) to school safety and improved inter-ethnic relationships
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