Education And Childcare Projects

Scholars at the Wellesley Centers for Women have studied the ability of public schools to prepare young children for lifelong learning and have shaped local, state, and federal policies. Our groundbreaking research, policy development, and training programs set the standards for out-of-school time, and continue to inform the field in new areas, including physical activity programming.



  • 21st Century Community Learning Centers

    Ongoing since 2015
    Out-of-School Time

    State Monitoring Activities with Tracking, Synthesis and Analysis, and Technical Assistance in Implementing a Successful State



  • Afterschool Matters

    Ongoing since 2007
    A National Research, Writing and Action Initiative

    The primary objective of this project is to manage the continuation of the well established Afterschool Matters Initiative, which includes several publications and a Research Grantee program, in addition to planning for the national expansion of a related action/research writing initiative.



  • Afterschool Program Assessment System (APAS)

    Ongoing since 2006
    Assessing Quality Afterschool Programs

    APAS is an assessment system that helps programs link quality and youth outcomes together in a comprehensive and integrated fashion. It was developed to help address the accountability challenge that faces afterschool programs.



  • APT Validation Study II: Improving rater reliability

    Ongoing since 2013
    Afterschool programs

    The goal of this study is to enhance rater accuracy of the Afterschool Program Practices Tool (APT).



  • APT Validation Study Phase 1: Identifying and Minimizing Measurement Error

    Ongoing since 2010
    Afterschool programs

    This study will test the Afterschool Program Practices Tool's (APT) stability and accuracy as a measure of afterschool program quality.



  • Boston Quality Inventory

    Ongoing since 2007
    Assessment of Boston Childcare Programs

    workfamilieschildren_small20This project provides a comprehensive picture of the quality of Boston's Early Care and Education programs for infants, toddlers, and preschoolers, in both centers and family child care homes.



  • Collaborative Language and Literacy Instruction Project (CLLIP) Research and Evaluation-Year 4

    2007 - 2012
    Studying the Effectiveness of Literacy Intervention

    The CLLIP Research and Evaluation Project is designed to assess the impact of a literacy intervention for low-income poor performing school districts in the state of Ohio. Longitudinal data consisting of standardized literacy assessments, and surveys from students (preschool through 6th grade), parents, and teachers are analyzed and evaluated to demonstrate the effectiveness of the CLLIP intervention.



  • Developing and Validating Practical Teacher Assessments for Use in Center-based Pre-kindergarten Programs

    Ongoing since 2011


    The goal of this project is to produce a reliable and valid measure of teachers’ educational beliefs and knowledge of child development and ECE pedagogy that can be used to validate the effectiveness of professional development programs and interventions, as well as, to provide valuable feedback in applied setting s regarding  ECE teachers’ professional development needs and classroom appropriateness.



  • Family Policies and Women’s Labor Market Careers

    Ongoing since 2011
    A comparison between the U.S. and Finland

    This research project is divided into two separate sub-projects. The first concentrates on analyzing the effects of family leave policies in the United States. The analysis uses micro data from the U.S. to evaluate the economic issues related to parental leaves. The changes in Federal and State level parental leave mandates in the 1980s and 1990s provide an interesting setting in which the career impacts of parental leaves can be evaluated. The second research stream will perform a similar evaluation using Finnish data. Finland has an extensive family leave policy that was developed over the last 40 years, providing a useful comparison to the United States. The project is funded by the 35th Anniversary Fund of the WCW.



  • Food-Assistance Program Participation and Child Hunger in the United States

    Ongoing since 2014
    This project data aims to demonstrate that full participation in federal meal programs results in kids eating three meals a day.



  • Gender, Race, and Inclusive Education

    Ongoing
    Inclusive Education: K-12/Higher Ed

    Peggy McIntosh offers presentations, workshops, and consulting on: white privilege and privilege systems in general, diversifying organizational thinking, gender-fair and multicultural curricula, diversifying teaching methods, and feelings of fraudulence.



  • Growth and Scaling Grants Program for Social and Emotional Learning Program Providers

    Ongoing since 2013
    Social and Emotional Learning

    Funding will support refining plans for growing and scaling Open Circle to serve large school districts across the U.S. 



  • Massachusetts Early Care and Education Studies

    Ongoing since 1999
    Assessment of Early Care and Education in Massachusetts

    workfamilieschildren_small20This group of inter-related research projects seeks to understand the state of early care and education in Massachusetts and make recommendations for quality outcomes.



  • Measuring the Impact of a Middle School Comprehensive Sex Education Curriculum

    Completed 2014
    Assessing Middle School Sexual Education

    This project was a multi-faceted engagement with Planned Parenthood League of Massachusetts to conduct an evaluation of the Get Real middle school sexual education curriculum.



  • Media and Identity Study

    Ongoing since 2011
    Studies

    The purpose of this online nationwide survey study is to understand how different types of media (i.e. social, technological, televised) impact young people’s sense of social identities, including racial/ethnic, gender, sexual orientation, socioeconomic status, political attitudes, and civic engagement.



  • Men’s Changing Family Roles

    Ongoing since 2011
    Men’s Changing Family Roles


    workfamilieschildren_small20This is a study of the relation between fathers’ high levels of involvement in childrearing and various family outcomes: quality of the marriage, the mother's report of social support, the quality of the mother-child relationship and of the father-child relationship, and the quality of family interactions when the children are in elementary school.



  • National Institute on Out-of-School Time (NIOST)

    Ongoing since 1978
    NIOST

    This long-term program has brought national attention to the importance of children's out-of-school time using research, training and advocacy to strengthen children's emotional, physical, and social development.



  • Next Generation Youth Work Coalition

    Ongoing since 2007
    Maintaining the Momentum

    The National Institute on Out-of-School Time will partner with The Forum for Youth Investment as champions for action with the Career Pathway's sites in San Diego and Long Beach, California. This will include leading research aspects of the project as well as working to anticipate the site's needs for information, support and tools in a variety of areas.



  • Open Circle

    Ongoing since 1987
    Social and Emotional Learning: Kindergarten - Grade 5

    Open Circle provides evidence-based social and emotional learning (SEL) curriculum and professional development for elementary schools. This innovative program proactively develops children’s skills for recognizing and managing emotions, empathy, positive relationships and problem solving. Open Circle helps schools build communities where students feel safe, cared for and engaged in learning.



  • Open Circle Boston Public School Research Study

    Ongoing since 2013
    Social and Emotional Learning

    This research and evaluation study examines process outcomes and program impact for a Kindergarten to Grade 5 implementation project in 23 elementary schools within a large urban school district. 



  • Physical Activity Study in the Natick Public Schools: Focus on BOKS

    Ongoing since 2009
    Health Benefits of Physical Activity

    This project will focus on the BOKS program, which aims to improve kids' academic performance and overall health using physical activity to jump start children's brains in the morning.



  • Professional Development Module

    Ongoing since 2009
    Professional development

    This project will analyze and prepare a report on credentialing and certification models related to professional development learning in afterschool staff and administration.



  • Program Practices: An Investigation of Physical Activity and Healthy Eating Standards and Practices

    2010-2011
    Physical Activity and Healthy Eating in Out-of-School Programs

    This research study uses quantitative and qualitative data collection methods and multiple regression modeling to examine healthy eating and physical activity opportunities in a national sample of out-of-school time programs. 



  • SEED Project on Inclusive Curriculum

    Ongoing
    Seeking Educational Equity and Diversity (SEED)

    international work The National SEED Project on Inclusive Curriculum engages teachers from all subject areas, grades, and types of schools to create gender fair, multiculturally equitable, and globally informed education.



  • The Importance of Information in the Choice of Study Place and Field

    Ongoing since 2011
    Educational choices and higher education

    This project will evaluate how much high school seniors know about the labor market impacts related to their study choices and how additional information affects their application process and choices among alternative study places. The project combines experimental and interview data from Finland with the extensive register records related to higher education applications and choices. The experimental phase of the project was completed during fall 2011 in almost 60 randomly selected high-schools, and the second phase of the study will be implemented during summer and fall 2012. This project is funded by the Network of Higher Education and Innovation Research (HEINE) at the University of Helsinki.



  • Womanist Studies and Applied Womanism

    Ongoing since 2012
    Womanist Studies and Applied Womanism

    This work revolves around helping to build and define the burgeoning field of womanist studies.



  • Women's Review of Books - Current Issue

    Women’s Review of Books provides a unique perspective on today’s literary landscape and features essays and in-depth reviews of new books by and about women. Read the latest issue.



  • Work, Families and Children

    Ongoing since 1986
    Assessing Child Care Issues in Working Families

    workfamilieschildren This long-term program brings together research on employment, work and family issues, and child care as a support for working families.



  • Working Conditions and Health

    Ongoing since 1985
    Study of working conditions and impact on health

    workfamilieschildren_small20Working Conditions and Health is a group of inter-related research projects with a common interest in understanding the relation of working conditions to the physical and mental health of workers.



  • After-School Gets Moving

    2010-2012
    Research Study on Physical Activity in OST

    The National Institute on Out-of-School Time (NIOST) conducted a research study on After-School Gets Moving, a physical activity training resource tool for out-of-school time (OST) professionals.



  • An in-depth look at teen/parent sexual communication

    Completed
    Teen/Parent sexual communication

    This project is an in-depth qualitative investigation of teen/parent communication about sex and relationships, which provides an in-depth look at families participating in the evaluation of middle school education program. It includes interviews with 32 teen/parent pairs who are participants in the Get Real middle school sex education program.



  • Boston After-School Experiences Study (BASES)

    1994-1998
    Experiences in Boston After-School Programs

    workfamilieschildren_small20This study was created to better understand how children spend their after-school time, and how it may be best used to improve growth and learning. The study was stratified by ethnicity and took into account gender and social class.



  • Boston Public Schools Early Childhood Studies

    Ongoing since 2006
    Assessing Preschool and Kindergarten Programs

    workfamilieschildren_small20The Work, Families & Children team has conducted a series of studies for the Boston Public Schools (BPS), including the BPS K1 and K2 Programs Needs Assessment, and a 2007-08 follow-up study.



  • Boston Ready

     
    Universal Access to Professional Development for Early Childhood Educators

    Using a randomized control design, Michelle Porche will conduct an evaluation of the Boston Ready professional development intervention to test its effectiveness.



  • Bringing Yourself to Work: Caregiving in After-School Environments

    2004-2005
    Caregiving in After-School Environments

    Researchers of this project found that adults who have an awareness of their own relational needs and capacities have the potential to be more effective caregivers and role models in childcare setting, resulting in better outcomes for both the adults and children.



  • Building a Skilled and Stable Workforce for After School Programs

     2001
    Building Afterschool Programs: Workforce

    Researchers gathered economists, policy-makers, and funders to develop several recommendations for building a skilled and stable workforce for After School Programs.



  • Building an Outcomes Evaluation System Phase III

    Ongoing since 2007
    Developing Youth and Family Surveys

    During this phase of work, NIOST will design and develop two additional measurement tools—a youth survey (SAYO-Y) and a family survey (SAYO-F). These two tools will be used by Massachusetts Department of Education grantees to better understand youth needs, their program experiences and help pinpoint areas where youth may benefit from additional support.



  • Changing Workforce

     
    Employment in the 21st Century

    workfamilieschildren_small20This group of inter-related research projects examines three related changes in the U.S. workplace - rising employment in the service industries, increased diversity of the workforce, and the increase in numbers of older workers.



  • Child Care Voucher Project

    Completed 2007
    Assessing Massachusetts' Voucher System

    workfamilieschildren_small20WCW researchers participated in a study, led by Dr. Valora Washington and under the auspices of the Bessie Tartt Wilson Children’s Foundation, to evaluate the child care voucher system in Massachusetts.



  • CityWorks: Building Strong Citywide Afterschool Initiatives

    Completed in 2004
    Building Strong Afterschool Initiatives: Policy Planning

    This project sought to improve the availability and preservation of out-of-school time programming and to disseminate information on recruiting, training, development, and finance.



  • Community Dialogue and Needs Assessment for Addressing Traumatic Stress among African Resettled Refugee Youth in New Hampshire

    2007 - 2011
    Assessing Refugee Youth Mental Health in NH

    The project involves a needs assessment of child and adolescent refugee mental health services in New Hampshire and utilizes community dialogue strategies for integrating youth, family, provider, school and community knowledge and expertise towards addressing refugee mental health needs especially as it relates to trauma and in the context of resettlement.



  • Cross-Cities Network

    Completed in 2007
    Leaders of After-School Initiatives

    This project connected high-level leaders from different cities and states to educate them on the dynamic landscape of after-school programs. in hopes of directing the influence, funding, and high expectations of these leaders towards a "critical mass" of associated initiatives across the country.



  • Developing Direct Connections on Bullying and Harassment to Curriculum Frameworks and Performance Standards Nationwide Using Bullyproof

    2004-2006
    Linking Bullyproof to Curriculum Frameworks and Performance Standards: Nationwide

    This project led to the development of a teacher's manual that links curriculum on bullying and harassment directly to national education standards, based on Bullyproof curriculum.



  • Development and Evaluation of Sexual Violence/Harassment Prevention Programs

    Completed
    Sexual Violence/Harassment Prevention Programs in Middle Schools

    This study is designed to help increase the capacity of programs to prevent sexual violence and harassment. The long-term goal/objective of this study is to help prevent intimate partner violence, sexual violence, and sexual harassment by employing the most rigorous methods to evaluate strategies for altering the violence-supportive attitudes and norms of youth.



  • Empathy Project

    1998 - 2008
    Teaching Preschoolers Empathy

    One of the major developmental tasks of preschoolers is to develop empathy; this project researches and designs curriculum in order better understand and cultivate empathy at a young and critical age.



  • Facilities for Early Childhood and Out-of-School Time Programs: Standards and Research

    Completed in 2011

    workfamilieschildren_small20

    An evaluation of physical spaces in Massachusetts child care settings.


  • Fairer Science

    2005-2008
    Gender and Science

    This project seeks to help scientific researchers better communicate their findings on gender as it relates to science, technology, engineering and math to key audiences: media, advocates, policy makers, public.



  • Family Income, Infant Child Care, and Child Development Study

    Completed in 2005
    Child Care Centers' Influence on Infant Development

    This study followed a random sample of hundreds of children and 100 child care centers in order to examine links between family income, the quality and cost of child-care, and infant language and social development.



  • From Out-of-School to Outer Space: Exploring the Solar System with NASA

    Completed in 2011
    Afterschool Activities from NASA

    The project combines out-of-school time (OST) professional advisors, the National Institute on Out-of-School Time (NIOST), and NASA experts from across the agency to use research-based strategies to develop afterschool activity guides adapted from NASA Planetary Science formal education curricula.



  • Gender Equity in Model Sites (GEMS)

    2004-2005
    Gender Equity in Schools

    This project was centered around the question of research, funding, and results: was it possible to implement gender equity in a school over just three years?



  • Global Issues Teaching Guide

    Completed in 2000
    Teaching Global Issues: Junior & High Schools

    international work  This teaching guide was developed after scholars attended the 1995 Fourth World Conference on Women in Beijing, and includes discussion of human rights, ethnic conflict, and biodiversity.



  • Health and Safety in Massachusetts Early Care and Education Programs

    2006
    Assessing Health Practices in Early Education

    This project prepared a report to describe the prevalent health practices and concerns in early care and education programs in Massachusetts, as part of a larger project of the Schott Fellowship in Early Care and Education.



  • Hear Our Voices: Evaluation Project

    Completed in 2005
    Girls in Computer Clubhouses

    This project was an evaluation of an all-girls program that provides technology resources, female mentors, and a learning environment to improve girls' attitudes toward and understanding of computers.



  • Impact of Work Organization on Women’s Postpartum Health

    Completed 2012
    The Impact of Work Stress on Mothers' Health

    workfamilieschildren_small20This study examines the impact of work stress on working mothers’ health during the first three years after having a child.



  • Improving Teacher Quality through the National SEED Project on Inclusive Curriculum

    Ongoing since 2011
    A three-year initiative to expand the influence of the National SEED Project on Inclusive Curriculum (Seeking Educational Equity and Diversity)

    The aim of this three-year initiative is to expand the influence of the National SEED Project on Inclusive Curriculum (Seeking Educational Equity and Diversity), to make its model of schooling inclusiveness for all children and families, including its innovative professional development practices, more widely known and available to educators in the United States.



  • Influence of Early Care and Education on Children's Outcomes and Family Functioning: An Ecological Model

    2004-2006
    An Ecological Model: ECE, Children's Outcomes and Family Functioning

    workfamilieschildren_small20This study examines the varying quality of child care in Massachusetts and across the nation, and its effect on children's performance and family functioning.



  • Learning Circles

    Completed
    Girl Scouts Mentoring

    This was an evaluation project of Learning Circles, a group mentoring program designed to provide opportunities for girls and adult mentors to meet regularly to discuss issues relevant to their lives. The results showed that girls enjoyed the opportunity for discussing issues relevant to their lives with women who were attentive.



  • Maine Cost and Quality Study

    2001-2002
    Cost and Quality of Child Care in Maine

    workfamilieschildren_small20This study sought to examine full-day, year round child care for preschool-age children in Maine to better illuminate links between the quality and the costs of early child care in Maine.



  • Massachusetts Afterschool Research Study (MARS)

    Completed in 2005
    Researching Quality Afterschool Programming: Massachusetts

    This project sought to identify the most successful elements of afterschool programs in Massachusetts; including staff, policy making, funding, and program/activity participation.



  • Massachusetts Capacity Study

    2004-2005
    Assessment of Massachusetts' Education Workforce

    workfamilieschildren_small20The Capacity Study describes the current early education and care (EEC) workforce in Massachusetts and evaluates the capacity of the State’s higher education system to meet the increased demand for a qualified workforce in early education and care.



  • Massachusetts Cost and Quality Study

    2000-2004
    Cost and Quality of Child Care in Massachusetts

    workfamilieschildren_small20The goal of the Massachusetts Cost and Quality Study was to examine full-day, year-round, community-based center care for preschool-age children (2.9 years to 5 years) and for infants and toddlers, pre-k classrooms in the public schools and family child care programs.



  • Massachusetts Early Care and Education and School Readiness Study

    Completed in 2007
    Early Care and Education and School Readiness: Massachusetts

    workfamilieschildren_small20Researchers focus on aspects of school readiness, including social and language development, along with other data such as hours in care, so as to better understand the ways in which a child's growth is influenced by situational factors. 



  • Met Life Discovering Community Initiative: An Evaluation Project

    Completed in 2006
    Creating Communities in After-School Settings

    This was an evaluation of a national project that fosters more positive attitudes and stronger affiliations among middle school teachers, students, and parents within school communities.



  • Middle School Bullying & Sexual Violence: Measurement Issues & Etiological Models

    Completed
    Informing Sexual Violence Prevention

    This research project addresses a critical issue by examining the overlap of bullying perpetration/victimization and sexual violence in order to inform sexual violence prevention in US schools.



  • New York City Urban Debate League: Investigating Youth's Experiences in a "Democracy in Action" Afterschool Program

    Completed in 2006
    NYC Debate Teams in Afterschool Programs

    This study examined the ways in which youth participate in the League: how do they experience the democratic ideals of a debate program? How do they come to consider and participate in democracy?



  • NICHD Study of Early Child Care and Youth Development

    Completed in 2010
    Early Environments and the Development of Children

    workfamilieschildren_small20This study, funded by the National Institute of Child Health and Human Development, seeks to determine the relationship between children's early experiences and their developmental outcomes.



  • Oral Storytelling in Math: Evaluation Project

    1998-2001
    Learning Math through Storytelling

    This was an evaluation of materials/programs to help educators teach spatial relations and geometry through the use of storytelling, and its benefits for girls and boys.



  • Out of Harm's Way

    Completed in 2009
    Preventing Violence in Boston Middle Schools

    The primary goal of the Out of Harm's Way (OHW) Initiative is to address the escalating violence in a subset of middle schools in the Boston Public Schools by offering comprehensive services and care, and increasing the participation of students in after school programming. Wellesley Centers for Women and the National Institute on Out-of-School Time would perform as the project evaluator.



  • Outcomes Evaluation of FasTracKids

    2007-2009
    Evaluation of Participants in FasTracKids

    international work The FasTracKids Research Study is a 19-month international study aimed at examining the link between participation in FasTracKids enrichment programs and child outcomes (children 4 and 5 years old). FasTracKids Enrichment Centers offer a variety of classes and activities designed to promote early learning, develop creative thinking and problem solving, build verbal communication, promote leadership and personal growth, and encourage a lifelong love of learning.



  • Perceptions of Work Environments and Relationships (POWER)

    Completed in 2006
    Social Class Perceptions of Work Environments

    This program examined the ways urban high school students benefit from and utilize school-to-work programs, with an exploration of class differences on work relationships and overall experience.



  • Physical Activity over Time: Health Outcomes of Elementary School Children

    Completed in 2011
    Long-term health benefits of physical activity

    This is a secondary analysis of data collected over the long-term to determine how physical activity benefits the overall health and well-being of children over time. This study will focus on the NICHD’s Study of Early Child Care and Youth Development data.



  • Puerto Rican Young Fathers' Involvement with Their Children

    1999-2003
    Puerto Rican Fathers and Their Children

    This study utilized the data from interviews to determine what factors permeated the experiences of young Puerto Rican fathers.



  • Raising Confident and Competent Girls: How Schools Can Support Girls

    Completed

    This project examined the lives of middle-school aged girls from various social, cultural, and ethnic backgrounds. Researchers focused on issues such as self-confidence, bridging the home-school culture gap, and student and teacher resources.



  • SCOPE: Evaluation project

    1999-2000
    After-School Program at Ecotarium, Massachusetts

    This three-year evaluation project was designed to measure the outcome of SCOPE, an inquiry-based science enrichment program for upper-elementary and middle-school aged girls.



  • Sexual Harassment and Gender Violence in Schools: A Research and Development Project Linking Schools

    1995-1999
    Title IX, Sexual Harassment and Gender Violence in Schools

    This project created a collaborative intervention model and curriculum for schools and community-based organizations in order to understand and counter rising rates of rape, sexual harassment, and gender discrimination in school environments.



  • State Advisory Council on Early Childhood Education and Care Needs Assessment

    Completed in 2012
    Early Childhood Education

    workfamilieschildren_small20The purpose of this project is to inform the Massachusetts board of Early Education and Care (EEC) of the resources that will best serve families and communities in supporting the holistic development of children, youth, and families.



  • Success in Science, Technology, Engineering, and Mathematics (SISTEM)

    2006-2010
    Girls' Ongoing Success in Science, Technology, Engineering, and Mathematics (SISTEM)

    While girls do well in science and math courses in middle school, they are less likely to enroll in higher-level STEM courses in high school, thus few will choose these subjects for a college major, and even fewer will complete such a major or go on to pursue a STEM career. The increased knowledge generated by this study will inform ways to increase the participation of girls and other under-represented groups (e.g., racial and ethnic minorities, low-income youth) in sustained STEM study and employment.



  • Teasing and Bullying

    2000 - 2008
    Addressing Teasing and Bullying in Schools

    This project worked to examine and counteract the effects of the culture of bullying on children and youth by raising awareness about bullying and by exploring the links between bullying, other forms of aggression, and violence through a combination of research, action, and advocacy.



  • The Audit Study: Do Some College Activities Boost Chances of Entry to Corporate Careers?

    2011-2013
    Education and careers

    This study looks at what influence college activities have on recruiters considering people for corporate leadership positions.



  • Undergraduate Science Education Grant Evaluation

    Ongoing since 2012
    An evaluation of student outcomes 

    workfamilieschildren_small20The Wellesley Centers for Women will develop appropriate assessments, collaborate with the Office for Institutional Research and team members to collect date, conduct data analyses, prepare reports, and provide feedback from the evaluation to Science Center and College representatives.



  • Understanding the Impact of Arts Programming on School Dropout

    Completed in 2011
    Afterschool programs and school dropout

    This study will investigate the effective practices and support offered in an arts-based afterschool programs to reduce the dropout rate among high school students.



  • WEEA: Review Project

    Completed
    Gender Equity in Educational Materials

    This long-term project was designed to assess gender equity educational materials which were created in relation to the development of Title IX.



  • Women in Development IQC: Gender Matters

    2002-2005, 2007-2008
    School-related Gender Violence in Developing Countries

    international work   Through this project, a review was developed to identify, annotate, and synthesize research studies and projects/interventions addressing primary and secondary school-related gender-based violence in developing countries. The review was conducted in 2002-2003 and again in 2007-2008.



  • Women in Engineering: Evaluation Project

    Evaluating Women in Engineering

    This was an evaluation of a program that aimed to increase the number of middle school girls interested in science, technology, engineering, and mathematics.



  • Youth Worker Career Pathways Project

    Completed in 2010
    Guiding States, Localities and Organizations toward a Framework for Policy and Practice

    The Career Pathways Project will lead to a set of guidelines promoting success and strengthening the work force for afterschool providers towards stability preparation, support and commitment to the wellbeing and empowerment of youth.



  • Zero Tolerance

    2000-2003
    Sexual Harassment Policies: Zero Tolerance

    Through this project, researchers examined experiences of sexual harassment in schools even when zero-tolerance policies may exist.