Peer Leaders' Perspectives on Effective Elements of an Antibias Prevention Program

• In Event: Drawing on Experience-Near Knowledge: Understanding School (Dis)Engagement Through Youth and Educator Voice

Abstract

Objective: This study provides insight into the ways in which student leaders transformed anti-bias education into perspective changes and behaviors to address bias in their school.

Theoretical Framework: Identity-based harassment is on the rise in U.S. schools (FBI, 2017), and is associated with detriments to mental health and academic engagement (Sinclair et al., 2011; Russell et al., 2012). Additionally, students who perceive inequitable racial climates in their schools are more likely to report lower grades and greater disciplinary incidents (Mattison & Aber, 2007). Given the heightened backdrop of bias within school communities, it is crucial to examine interventions that seek to reduce identity-based harassment and increase safety and engagement.

Methods: Twenty-eight high school students nominated by teachers from a diverse New England high school participated in a 3-day anti-bias training for Peer Leaders led by the Anti-Defamation League. Training is part of the Peer Training Program (PTP), a program aimed at understanding, addressing, and educating others on issues of bias. Following ADL training, Peer Leaders met weekly from November 2018 to June 2019 with two school advisors and led discussions about bias with peers. Peer Leaders and a subset of 9th-12th grade students (n=508) completed online pre-, midpoint, and post-test surveys using open and close-ended questions to assess PTP efficacy. A total of 14 Peer Leaders also participated in a one-hour focus group session. This study primarily focused on findings from the focus groups. Researchers used NVivo for qualitative analysis to create a preliminary coding scheme aimed at understanding the ways in which Peer Leaders’ participation in the PTP fostered self-reported changes in perspectives and behaviors.

Results: On the midpoint online survey to assess their training experiences, 96% of Peer Leaders (n = 28) indicated that the ADL training changed their perspectives. For example, one student reported, “I've seen how racism and sexism have a big impact and the issues that reside within the school.” Initial qualitative findings suggest that Peer Leaders’ training contributed to both perspective change (e.g., increased awareness of how bias manifests in themselves and in their school), and also behavioral change. Empowering facilitation and openness (e.g., sharing personal accounts which strengthened bonds and resolve to reduce bias) emerged as elements of training that fostered these changes. Relationships and connections between students and adult advisors not only motivated awareness and desire for change, but also provided pathways to collaboration with administration to address bias incidents and promote a safer learning environment. Data will be further analyzed using thematic analysis to identify and analyze essential themes and relationships (Braun & Clark, 2006). Additional focus group data will also be included from new cohorts of Peer Leaders in schools implementing the PTP in 2019-2020.

Significance: The content and format of Peer Leaders’ anti-bias education empowered them to both modify beliefs, and also to collaborate with adults to enhance the safety and inclusivity of their learning environment. Knowledge of effective elements of school-based programming to reduce bias is essential as students increasingly face attacks on their identities at school.

Authors

• Christine Marsico, Boston University

• Melissa K. Holt, Boston University

• Kathryn Newman, Boston University

• Jennifer Greif Green, Boston University

• Phil Fogelman, Anti-Defamation League