Genetic Counseling and the Disabled: Feminism Examines the Stance of Those Who Stand at the Gate

This essay examines the possible systematic bias against the disabled in the structure and practice of genetic counseling. Finding that the profession's “nondirective” imperative remains problematic, the authors recommend that methodology developed by feminist standpoint epistemology be used to incorporate the perspective of disabled individuals in genetic counselors' education and practice, thereby reforming society's view of the disabled and preventing possible negative effects of genetic counseling on the self-concept and material circumstance of disabled individuals.

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DEVELOPMENT AND VALIDATION OF A SELF-CONCEPT QUESTIONNAIRE FOR HONG KONG CHINESE ADULTS WHO HAVE PHYSICAL DISABILITY

Social Behavior and Personality An International Journal ◽

10.2224/sbp.1997.25.1.1 ◽

1997 ◽

Vol 25 (1) ◽

pp. 1-11 ◽

Cited By ~ 7

Author(s):

Sing-Fai Tam ◽

David Watkins

Keyword(s):

Hong Kong ◽

Physical Disability ◽

Internal Consistency Reliability ◽

The Self ◽

Hong Kong Chinese ◽

Self Concept ◽

Chinese Adults ◽

Concept Model ◽

The Disabled ◽

Development And Validation

Previous research (Tam & Watkins, 1995) provided an understanding of the self-concepts of Hong Kong Chinese adults who have physical disability. Through constructing a hierarchical multidimensional self-concept model for the disabled population, a theoretical basis was established for the development of a questionnaire to measure their self-concepts. Subsequent efforts focused on validating this instrument, the Self-Concept Questionnaire for Physically Disabled Hong Kong Chinese (SCQPD). The results provided evidence that this instrument is psychometrically sound. The scales have satisfactory internal consistency reliability and factor analysis of these scales makes conceptual sense. Some evidence for construct validity is also presented.

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Too Much Too Soon? Non-radical Advanced Grade Placement and the Self-concept of Gifted Students

Gifted Education International ◽

10.1177/026142949801300205 ◽

1998 ◽

Vol 13 (2) ◽

pp. 121-135 ◽

Cited By ~ 6

Author(s):

Jonathan A Plucker ◽

John Wesley Taylor V

Keyword(s):

Gifted Students ◽

The Self ◽

Self Concept ◽

Negative Effects ◽

Social And Emotional ◽

Advanced Students ◽

Caucasian Students ◽

Academically Advanced ◽

And Gender ◽

Grade Placement

Acceleration is a frequently recommended programming option for academically advanced students that enjoys considerable research support. Yet practitioners often object to acceleration on the grounds that it has negative effects upon students' social and emotional development. Research on affective outcomes of techniques such as grade advancement are mixed, containing reports of positive, negative, and neutral outcomes, and the role of gender and ethnicity is seldom explored. This study was undertaken to investigate the relationship between advanced grade placement and the self-concept of gifted students. Over 600 gifted adolescents completed the Self-Description Questionnaire-II (SDQII) and provided demographic information. Nearly 25% of the students were grade advanced, with Caucasian students being grade advanced significantly more often than Hispanic or African American students. No difference was found in any facet of self-concept between grade advanced and non-advanced students (and interactions of advanced status and gender and/or grade level). Readers are cautioned that the study was causal/comparative and not experimental in nature.

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