| In response to research findings suggesting that children begin to develop prejudicial attitudes at an early age, a school-based multi-cultural program, PROJECT P.R.I.D.E., was developed to promote respect for individuality and diversity in elementary school children. It was then implemented and evaluated in a New York, suburban, public elementary school. Prior to program implementation, a needs assessment was conducted in the form of a focus group with teachers, and interviews with other school personnel, to determine the extent to which PROJECT P.R.I.D.E. would be an appropriate intervention for students at the school, as well as to assess the school's readiness for program implementation. Results corroborated the need for this program. Program participants consisted of five fourth grade girls and boys from diverse ethnic, cultural and socioeconomic backgrounds. Three measures were administered pre and post program to assess changes in self-concept (The Piers-Harris Children's Self Concept Scale), cross-cultural attitudes and knowledge of stereotypes, prejudice and cultural misconceptions. The latter two variables were assessed using instruments designed by the examiner for programmatic purposes. Paired samples t-tests were employed to compare group means from pre and post program intervals. Statistically significant changes in self-esteem, as indexed by the PHCSC scale, were not found. Possible explanations for this finding are provided. A statistically significant increase in positive cross-cultural attitudes from pre to posttest, as indexed by the Cultural Relations Survey, was found. A statistically significant increase in scores on the Stereotypes, Prejudice and Cultural Misconceptions Test was found as well suggesting that an improvement of knowledge in these areas had occurred. A group evaluation was administered post program to assess participants' satisfaction with and reaction to his/her participation in the program. Results suggested that participants enjoyed, learned from and valued the program, as well as perceived team cohesion as being strong. A description and discussion of the program implementation process is provided, as well as implications of the findings of this study for school psychologists. |
