Fox, Amy Elizabeth 1998 - Process Evaluation of a High-Risk Prevention Program

for Urban Preadolescent Females. Abstract: This thesis is a process evaluation of the Urban Women Against Substance Abuse (UWASA) program for African American and Latina preadolescent girls and their mothers or "other mothers" (female caregivers) in Hartford, Connecticut. I conducted this research during my four month internship with the Institute for Community Research. The UWASA program aims to reduce or prevent alcohol, tobacco, and other drug use and the initiation of unsafe sexual behavior among preadolescent females. UWASA utilizes a multifaceted approach, recognizing that various factors influence girls’ involvement in these high-risk behaviors. The program employs several strategies that may protect girls from engaging in high-risk behaviors. The UWASA program also has several objectives, one of which is to strengthen the participants’ self-concept by building gender, ethnic, and cultural identity. My evaluation focuses on staff and program participants’ perspectives on gender identity and how those perspectives vary. In this thesis I provide background information on the internship setting, describe my roles and responsibilities as a UWASA evaluation staff member, and review related literature on evaluation and gender identity. I also describe the qualitative methods I employed in gathering information from UWASA staff and program participants, including participant observation, interviews and reviews of program documents. In my findings I argue that the diversity of perspectives on gender identity held by both staff and participants is an important aspect of the UWASA program. I also offer three recommendations to improve the UWASA program. First, staff should receive training on topics such as adolescent development, gender, and social construction theory, the theory undergirding this program. Second, the UWASA program should develop a systematic approach to the incorporation of differing visions of gender construction. Third, the curriculum and implementation should be modified to consistently integrate the themes of gender, ethnicity and culture throughout the program.