scholarly journals Mapping Ableism: A Two-Dimensional Model of Explicit and Implicit Disability Attitudes

2019 ◽  
Vol 8 (3) ◽  
pp. 95-120
Author(s):  
Carli Friedman

Nondisabled people often experience a combination of negative and positive feelings towards disabled people. There are often large discrepancies between what nondisabled and disabled people view as positive treatment towards disabled people, with disabled people often viewing nondisabled people’s actions as inappropriate, despite nondisabled people believing they had good intentions. Since disability attitudes are complex, both explicit (conscious) attitudes and implicit (unconscious) attitudes need to be measured. Different combinations of explicit and implicit bias can be organized into four different categories: symbolic prejudice, aversive prejudice, principled conservative, and truly low prejudiced. To explore this phenomenon, we analyzed secondary explicit and implicit disability prejudice data from approximately 350,000 nondisabled people and categorized people’s prejudice styles according to an adapted version of Son Hing et al.’s (2008) two-dimensional model of racial prejudice. Findings revealed most nondisabled people were prejudiced in the aversive ableism fashion, with low explicit prejudice and high implicit prejudice. These findings mirror past research that suggests nondisabled people may believe they feel positively towards disabled people but actually hold negative attitudes which they disassociate or rationalize. Mapping the different ways ableism operates is one of the first of many necessary steps to dismantle ableism.

2002 ◽  
Vol 61 (1) ◽  
pp. 34-44 ◽  
Author(s):  
Eric Tafani ◽  
Lionel Souchet

This research uses the counter-attitudinal essay paradigm ( Janis & King, 1954 ) to test the effects of social actions on social representations. Thus, students wrote either a pro- or a counter-attitudinal essay on Higher Education. Three forms of counter-attitudinal essays were manipulated countering respectively a) students’ attitudes towards higher education; b) peripheral beliefs or c) central beliefs associated with this representation object. After writing the essay, students expressed their attitudes towards higher education and evaluated different beliefs associated with it. The structural status of these beliefs was also assessed by a “calling into question” test ( Flament, 1994a ). Results show that behavior challenging either an attitude or peripheral beliefs induces a rationalization process, giving rise to minor modifications of the representational field. These modifications are only on the social evaluative dimension of the social representation. On the other hand, when the behavior challenges central beliefs, the same rationalization process induces a cognitive restructuring of the representational field, i.e., a structural change in the representation. These results and their implications for the experimental study of representational dynamics are discussed with regard to the two-dimensional model of social representations ( Moliner, 1994 ) and rationalization theory ( Beauvois & Joule, 1996 ).


2001 ◽  
Vol 55 (8) ◽  
pp. 14
Author(s):  
A. I. Vyazmitinova ◽  
V. L. Pazynin ◽  
Andrei Olegovich Perov ◽  
Yurii Konstantinovich Sirenko ◽  
H. Akdogan ◽  
...  

1969 ◽  
Vol 18 (189) ◽  
pp. 489-493
Author(s):  
Kaoru UMEYA ◽  
Nobuyuki KITAMOIR ◽  
Ryuichi HARA ◽  
Tatsuo YOSHIDA

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