United We Stand: The Possibilities of Museums, Schools, and Anti-Bullying

<p>In 2001, the National Institute of Child Health and Human Development (NICHD) described bullying as “widespread in American schools.” The results of an extensive survey throughout the United States revealed that over 16% of school children reported that they were recently bullied. As of 2013, the Kidsbridge Tolerance Museum in Ewing, New Jersey identified that over 30% of all students are involved in bullying as the bully, victim, or both. The comparison of the NICHD study and the statistics provided by the Kidsbridge Tolerance Museum indicate that bullying in the United States has increased within the past twelve years and continues to affect the well-being of children. Schools throughout the United States have responded to bullying through school-wide anti-bullying campaigns. The focus on anti-bullying within schools reveals that this issue is relevant and a primary concern among school administrators and educators.</p> <p>Focusing on several American institutions, this thesis will examine their existing programs that relate to the lessons found within anti-bullying campaigns. These programs will serve as case studies that provide best practice recommendations for a museum to develop and transform into an effective tool and successful partner for schools in their anti-bullying campaigns. Anti-bullying programs emphasize the positive role that museums can play within a community as museums already seek to create safe learning environments for the benefit of children’s education and development into caring citizens.</p>

Name thesis:degree_name

MA Museum Professions

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Communication and the Arts

Year dc:date.available

2014

Author dc:creator

• Scotto, Ashley

Contributors dc:contributor

• Martha Easton

• bullying
• museums
• tolerance
• education
• diversity
• learning
• Arts and Humanities

Repository record dc:identifier

https://scholarship.shu.edu/dissertations/2024

OAI identifier oai:identifier

oai:scholarship.shu.edu:dissertations-3049