So a value was generated by adding up the number of

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to represent the total number of correct answers that the participants had. So a value was generated by adding up the number of correct questions for the pre-test and subtracted that value from the post-test in order to see if the number of questions changed. This variable is called the “diffofscales.” With this dependent variable, a regression test was preformed (with age being the independent variable) in order to determine how much answering questions dealing with stereotypical roles accounts for the variation in the age of the participants. The ability to identify stereotypical gender roles does not vary a significant amount between ages. The R-squared value of .0133 suggests that age only accounts for about 1.3% of the variation in students’ ability to identify stereotypical gender roles. The P-value is of 0.007 suggests that the weak relationship between age and the ability to correctly identify stereotypical gender roles is significant. Table 10: Regression analysis of age and difference in number of stereotypical gender roles identified (post-test – pre-test) Variable B SE P R-squared Age -0.073 0.027 0.007 0.013 Constant 1.206 0.367 0.001 The resulting values (Table 10) reveal that the number of correct answers to questions began to vary less as participants got older. This could mean that as the participants got older they were able to retain more information and answer more questions correctly. This assumption follows considering the fact that the slope is -0.073 meaning that as the age of the participants increases, the difference in number of correct responses is predicted to decrease. Based on the regression analysis, the younger students benefitted more from the program in terms of being able to correctly identify stereotypical gender roles. However, this could be because the older students correctly identified more stereotypical gender roles at the beginning of the program compared to the younger students. Know at least two bystander intervention strategies Bystander Intervention is an effective strategy and powerful mindset that can help prevent various types of violence and abuse that may stem from sexual harassment, bullying, and assault. A five-stage model for bystander intervention includes noticing the situation, interpreting the event, assuming responsibility, deciding how to help, and
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taking action. Common answers from students in the Middle Way program included speaking up by telling an adult or supervisor, directly addressing the problem with those involved, and working together with a group to find the most effective solution for the problem. Question 4 from the survey given to students in the program asked students to describe how they could help a student who was a victim of an abusive relationship. The number of responses given by students ranged from no responses all the way to three responses.
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