Abstract
The present study examined the notion of differential participation and representation of ethnic minorities in a project that used ethnically similar staff and a stepwise process for recruitment of subjects. Over a three-year period, consent was requested from 543 2nd & 3rd grade children considered to display aggressive behaviors by their teachers. After nomination, screening, and qualification, 246 parents consented for their child's participation in this multi-component intervention program. Results indicated significant overrepresentation of African-American children during the nomination process, and no significant differential consent for any ethnicity. Significantly more consents from Hispanic parents resulted when minority teachers nominated their child. Contrary to the long-standing view of low-service utilization of ethnic minority groups, the present study revealed that when typical barriers to treatment were removed, minority groups participated as equally as Euro-Americans. It was found in this study that a school-based intervention which offers 1.) mobile services, 2.) culturally sensitive staff, and 3.) a stepwise consent process may be the components that result in high participation from ethnic minority groups.
Escobar, Clarissa Marie (2000). Differential participation in a selective prevention program as a function of ethnicity. Master's thesis, Texas A&M University. Available electronically from
https : / /hdl .handle .net /1969 .1 /ETD -TAMU -2000 -THESIS -E86.