Perceptions of restorative justice concepts: an evaluation of university housing residents

Abstract

This study focuses on the perceptions of students who resided in a university residential hall regarding methods of conflict resolution and concepts of restorative justice. Furthermore, comparisons of perceptions between residents who participated in restorative justice workshops with residents who did not are also made. Variables studied include: understanding the perspectives of others, willingness to approach others, consideration of how to approach others, and awareness of communication styles during conflict situations. Additional considerations include a willingness for inclusion, providing perspectives, and listening and compromising during conflict situations. Also explored is usage of dialogue as well as residents becoming better equipped to approach others, and utilizing or sharing information about restorative justice concepts with others following restorative justice workshops. Findings suggest that residents exposed to restorative concepts during workshops were more likely than non-attenders to listen to the perspectives of others regarding conflict situations. The results indicate that a number of the residents within the university housing setting shared and utilized restorative justice techniques with others following attendance of the restorative workshops.

Keywords:

• restorative justice workshops
• university housing
• perspectives of others
• dialogue
• active listening
• mending relationships

Acknowledgments

The authors would like to thank the former Associate Vice President of Student Affairs, the former Area Coordinator, and the former Associate Director of Student Development for the Department of Residence Life for providing the ability to implement restorative workshops within the university housing setting. The authors would also like to thank the community director, the community advisors, and the student residents who participated in the restorative justice workshops as well as all of the university residents that completed the survey instrument. Additionally, the authors would also like to thank all of the restorative justice students who participated in the formulation of the workshops as well as the students who facilitated the restorative justice workshops. Because of the support and inclusion of the above interested parties, the workshops and this research study were made possible.