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Type of Document Dissertation Author Parker, David Richard Author's Email Address parker.35@nd.edu URN etd-07032003-092209 Title The Social Effects of Ability-based School Integration Degree Doctor of Philosophy Department Psychology Advisory Committee
Advisor Name Title Cindy S. Bergeman Committee Chair Anre Venter Committee Member John Borkowski Committee Member Scott Maxwell Committee Member Keywords
- prejudice
- contact theory
- intergroup contact
- disability
- school integration
- developmental disability
- mental retardation
Date of Defense 2003-05-21 Availability unrestricted Abstract THE SOCIAL EFFECTS OF ABILITY-BASED SCHOOL INTEGRATIONAbstract
by
David R. Parker
Contact Theory (Allport, 1954) was used as foundation to develop an Educational
Experience Questionnaire (EEQ), which was designed to operationalize the tenets of
Contact Theory based on the perceptions of nondisabled students who experienced
intergroup contact with students who have disabilities in primary and secondary schools,
as a predictor of attitudes toward persons who have disabilities. A factor analysis of the
EEQ yielded a reasonable four-factor structure that was similar across primary/secondary
and developmental/physical disabilities domains. The EEQ was administered to a sample
of 444 college students along with the NEO-FFI, the Scale of Attitudes toward Disabled
Persons, the Mental Retardation Attitudes Inventory, the Marlowe-Crowne Socialdesirability
Scale, and demographic questions. Correlational analyses found a strong
relationship between the quality of intergroup contact in ability-integrated educational
environments and long-term attitudes toward persons who have disabilities. Classification
and Regression Tree (CART) analyses revealed evidence of cumulative, negative
David R. Parker
cumulative, compensatory, and reverse compensatory effects among predictor variables,
indicating that there are a variety of complex interactions between the conditions of
intergroup contact and the characteristics of the individual. The importance of adequately
operationalizing the conditions of contact in school environments and the use of CART to
assess the social outcomes of educational practices are discussed.
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