This study examined the relationship between Freedom Writers activities, teacher-student relatedness, peer relatedness, and tolerance utilizing secondary data analysis. Participants were the students of teachers who completed the Freedom Writers Institute, a professional development program intended to improve student engagement, literacy, and tolerance. Participants included 825 ethnically diverse high school students from across the United States. Analyses were based on self-report measures. Results of regression analyses found teacher-student relatedness and participation in Freedom Writers activities to be positively associated with student reported levels of tolerance of diversity. Peer relatedness was not found to be a significant predictor of tolerance. Implications for education and future research are discussed.
|Commitee:||Chun, Chi-Ah, Morrison, James A.|
|School:||California State University, Long Beach|
|Department:||Advanced Studies in Education and Counseling|
|School Location:||United States -- California|
|Source:||MAI 53/06M(E), Masters Abstracts International|
|Subjects:||Educational sociology, Instructional Design, Educational psychology|
|Keywords:||Diversity, Freedom Writers Institute, Teacher-student relatedness, Tolerance|
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