Participation in experiential education is said to enhance people's appreciation for diversity. In this study, a pre-test/post-test design found significant changes in participants' attitudes, beliefs, and behaviors following a nonformal diversity education program using adventure-based and community service activities. Additionally, hypothesized program conditions, as outlined by contact theory, were significantly predictive of outcomes, although majority and minority participants differed on their perceptions of these conditions. These findings suggest that experiential activities may be considered a viable approach to diversity education in nonformal settings, assuming key conditions are met. Implications for practice and directions for future research are discussed.

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This study assessed the effect of an experiential, adventure-based program on levels of resilience in fifth-grade Latino students. A mixed methods, quasi-experimental design was used to measure the impact of the Santa Fe Mountain Center's Anti-Bullying Initiative on internal assets commonly associated with resilient individuals. Results indicated this adventure education program positively affected certain resilience traits, although concerns with research methodology are raised. Female students demonstrated greater gains than male students. Suggestions for practitioners include the following: clearly defining intended outcomes, developing a safe and supportive learning environment, establishing tools and strategies that students can use in a variety of settings, and connecting the adventure experience to the school or home setting. Future research could use a more recent and reliable survey, look at varying outcomes based on gender, and assess how levels of resilience correlate with improved educational and social outcomes.

The purpose of this study was to assess the effect of an experiential, adventure based program on levels of resilience. Specifically, a mixed methods, quasi-experimental design was implemented to measure the impact of an Anti-Bullying Initiative on students self reported Goals and Aspirations, Problem Solving, Empathy, and Self Efficacy traits. Quantitative data was gathered using the Anti-Bullying Initiative Survey and converged with results from focus groups, interviews, and program observations to assess both program outcomes and processes. Results indicated that this adventure education program did affect levels of resilience in the individual students as well as their school and home environments. By identifying resilient outcomes and fostering a safe and supportive environment, this program provided important tools and experiences that appear to have helped enhance the students' internal assets. Continuity between the program and the school contributed to further improve outcomes as XI valued in the classroom setting. Providing increased levels of responsibility enabled the students to contribute to the external assets available in both school and peer settings. This "saturation" of assets may have had an impact on home and community environments, working to create more resilient situations in addition to more resilient individuals. Gender differences were noted and deserve further inquiry. The Resilience Cycle, a conceptual model of resilience enhancement, is presented; implications for practice and resilience theory are discussed; and directions for future research are identified. XII CHAPTER I experiences require learners to accept responsibility for their own actions and to learn from guided reflection on their experiences" (Kraft, and Quay; as cited in Priest & Gass, 2005, p. 16-17). External Assets-"The environmental supports and opportunities that facilitate healthy and successful development in children and youth" ("Using the Resilience and Youth Development Module," 2003, p. 5). In the RYDM framework these include caring relationships, high expectations, and meaningful participation and can be found in home, school, community, and peer settings (Constantine & Benard, 2001). These are the developmental supports and opportunities that a society can provide to help foster internal assets (Constantine et al., 1999). Resilience (Resiliency)-"a capacity for healthy development and successful learning innate to all people...an inborn developmental wisdom that naturally motivates individuals to meet their human needs for love, belonging, respect, identity, power, mastery, challenge, and meaning...when young people experience home, school, community, and peer environments rich in the proven developmental supports and opportunities...they meet these developmental needs. In turn, youth naturally develop the individual characteristics...that define healthy development and successful learning" ("Using the Resilience and Youth Development Module," 2003, p. 3). While there are subtle differences between resilienc...

Participation in experiential education is said to enhance people's appreciation for diversity. In this study, a pre-test/post-test design found significant changes in participants' attitudes, beliefs, and behaviors following a nonformal diversity education program using adventure-based and community service activities. Additionally, hypothesized program conditions, as outlined by contact theory, were significantly predictive of outcomes, although majority and minority participants differed on their perceptions of these conditions. These findings suggest that experiential activities may be considered a viable approach to diversity education in nonformal settings, assuming key conditions are met. Implications for practice and directions for future research are discussed.