Building resilience to hate in classrooms: Innovation in practice and pedagogy to prevent extremism and violence in U.S. schools

Figures & data

Figure 1. Educational displacement theory and model of radicalization. Source: Sabic-El-Rayess (2021).

Figure 2. Assessment rubric response.

Table 1. Retrospective pretest post-test items.

Item	Before M (SD)	After M (SD)	z-value after vs. before	p-value
Please rate your understanding of the concept of Educational Displacement.	39.75 (34.29)	88.73 (21.71)	6.66	< .001
Please rate how aware you are of your own biases.	72.19 (28.69)	84.56 (18.94)	3.48	< .001
Please indicate how much you know about Educational Displacement as a possible risk factor of radicalization.	37.66 (35.12)	83.85 (27.85)	5.41	< .001
Please indicate how much you know about diverse storytelling, a sense of belonging, and social connectedness as possible protective factors of radicalization.	50.66 (35.13)	88.44 (20.49)	5.96	< .001
Please indicate how confident you are in your abilities to engage in prevention of radicalization and targeted violence in your classroom.	40.50 (33.24)	81.95 (18.39)	6.50	< .001

Note. Before and after values show means and the respective standard deviations. Z-values show the approximated standardized values for the Wilcoxon rank-signed test, p-values are based on the approximated standardized values. 

Figure 3. Results for retrospective pre-post tests. Note. The bars show mean values for the respective retrospective pre- and post-test items. Error bars show 95%-bootstrap CIs based on 5000 bootstrap samples.

Sabic-El-Rayess, A. (2021). How do people radicalize? International Journal of Educational Development, 87, 102499. https://doi.org/10.1016/j.ijedudev.2021.102499

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