Bridging Disciplinary Boundaries (January 11 - 14, 2007)

The purpose of this study is: (1) to describe an intervention to address intergroup conflict among adolescents at two high schools; (2) to present evidence of the intervention's effectiveness; and (3) to discuss the challenges to implementation as well as implications for social work research and practice. The intervention aims at capitalizing on the strengths of theoretical and empirical research on conflict negotiation and intergroup dialogues. It focuses on educational institutions, namely high schools, that play a long-standing and key role in providing a foundation for positive youth development as a socializing institution that transmits society's culture and values as well as prepares students with appropriate knowledge and skills for leading productive and fulfilling adult lives. Intergroup conflict is an important issue for adolescents who are at a stage of life that emphasizes social affiliations and identity development.

Methods

Participatory action research (PAR) was utilized to design and refined the intervention at the two diverse, Midwestern high schools where it was implemented. A total of 135 11th graders participated in the semester-long weekly intervention over a two year period (Year 1, n=68; Year 2, n=67). Policies were determined by a committee consisting of school and university personnel as well as students. Meetings were facilitated by trained MSW interns and teachers at the schools. The curriculum consisted of a series of dialogues in which participants explore identities, discuss the nature of intergroup relations, conflict, power, and privilege, learn skills for intergroup communication and negotiation, and understand how to be an agent of change in their school. A pre-post test survey was completed by all participants. Survey data was analyzed through paired t-tests and OLS regression models controlling for baseline responses to the dependent variable.

Results

Sixty percent of the student participants were female. Racial and ethnic background of students were approximately 40% African American, 28% Caucasian, 6% Latino, 8% Asian American, 9% Multiracial, 3% Arab American, and 4.5% Other. Religious affiliations of students were about 63% Christian, 15% No Religion/Atheist, 6.5% Jewish, 7.5% Muslim, and 8% other religion. Only one student identified as bisexual and three student identified as having a disability. At the post-test, students of color were more likely to think about identities related to sexual orientation and language, were more concerned about the mistreatment of their own identity group, and were less likely to believe that conflict must end with one side winning and one side losing. Caucasian students were more likely to challenge others' derogatory comments about other groups. More than 69% of students reported becoming more aware of intergroup problems within their school and about 73% becoming more aware of societal problems.

Implications for Social Work Research and Practice

Findings provide evidence for the interventions' engagement of high school students in dialogue around social identities and associated conflict. The intervention provides an example of how social work research and practice can effectively develop and evaluate preventive interventions that promote positive youth development and social justice among adolescents.