Factors underlying cross-cultural differences in stigma toward autism among college students in Lebanon and the United States

Gillespie-Lynch, Kristen; Daou, Nidal; Sánchez‐Ruiz, María‐José; Kapp, Steven K.; Obeid, Rita; Brooks, Patricia J.; Someki, Fumio; Silton, Nava R.; Abi-Habib, Rudy

doi:10.1177/1362361318823550

Cited by 52 publications

(99 citation statements)

References 80 publications

(157 reference statements)

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“…Both GA and ATAB subscales were significantly associated with autism knowledge, mirroring the associations between knowledge and attitudes about autism repeatedly shown in previous studies. 12,13 Also, both quality and quantity of contact were correlated with both subscales of the AAAS. Gardiner and Iarocci 4 explained that the decreased anxiety and increased comfort that come from positive and frequent interactions with autistic individuals might mediate the association between social contact and openness.…”

Section: Discussionmentioning

confidence: 98%

“…Previous contact, autism knowledge, and neurodiversity awareness Previous studies reported that positive attitudes about autism were associated with (1) accurate autism knowledge 12,13 AUTISM ATTITUDE ACCEPTANCE SCALE 205…”

Section: Potentially Associated Factorsmentioning

confidence: 99%

“…Lastly, ethnicity may be connected to attitudes about autism because cultural values and societal expectations about autism may differ depending on one's ethnic background. For instance, Gillespie-Lynch et al 12 reported that Lebanese college students were more likely than US students to stigmatize autism. However, Gillespie-Lynch et al 12 also found that after accounting for other variables measuring personal characteristics and experiences such as quality of previous contact and autism knowledge, the effect of country of origin was not significant.…”

Section: Demographic Variablesmentioning

confidence: 99%

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The Development and Pilot-Testing of the Autism Attitude Acceptance Scale: An Instrument Measuring Autism Acceptance

Kim

2020

Autism in Adulthood

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Background: Although previous studies have measured attitudes about autism to understand ways to ameliorate stigmatized beliefs, nonautistic individuals' acceptance of autism is still not well understood. This study aimed to develop and pilot test the Autism Attitude Acceptance Scale (AAAS), a self-report instrument that measures nonautistic adults' autism acceptance based on the neurodiversity framework, and examine the associations between autism acceptance and purported variables (disability-related experience/awareness variables and demographic characteristics). Methods: The author piloted the AAAS with 122 nonautistic adults. Principal component analysis and reliability analysis were used to examine the factor structure and psychometric properties of the AAAS. The associations between the AAAS and autism knowledge, the quantity and quality of previous contact, neurodiversity awareness, and demographic variables were examined using Pearson's r correlations, t-tests, and analyses of variance. Results: The author constructed two subscales of the AAAS, General Acceptance (GA) and Attitudes toward Treating Autistic Behaviors (ATAB). The GA measures the acceptance of autism as a unique way of being, willingness to provide support to autistic individuals, and feeling comfortable while interacting with them. The ATAB measures how strongly a person believes that receiving treatments to reduce autistic symptoms will or will not benefit autistic individuals. The GA was associated with autism knowledge, quality and quantity of previous contact with autistic individuals, neurodiversity awareness, gender, ethnicity, and education level of participants. The ATAB was significantly associated with autism knowledge and quality and quantity of previous contact; the ATAB did not have any significant associations with neurodiversity awareness and demographic variables. Conclusions: The AAAS, which validly and reliably measures nonautistic individuals' autism acceptance, identified the subgroups with low autism acceptance. This study calls for further examination of the underlying mechanism of autism acceptance and neurodiversity framework to restructure nonautistic individuals' attitudes about autism.

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Section: Discussionmentioning

confidence: 98%

Section: Potentially Associated Factorsmentioning

confidence: 99%

Section: Demographic Variablesmentioning

confidence: 99%

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The Development and Pilot-Testing of the Autism Attitude Acceptance Scale: An Instrument Measuring Autism Acceptance

Kim

2020

Autism in Adulthood

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“…Examples of possible variables are teachers’ assumptions or prejudice toward individuals with ID. Also, dimensions of teachers’ personality should be taken into account and, in particular, the openness to experience Big Five personality traits, which was found to have the greatest effect on social attitudes [ 57 ], such as those toward individuals with mental disorders [ 58 ] or autism spectrum disorder [ 59 ]. Identifying these factors is fundamental to implementing interventions aimed at changing negative attitudes toward ID.…”

Section: Discussionmentioning

confidence: 99%

Attitudes of Mainstream and Special-Education Teachers toward Intellectual Disability in Italy: The Relevance of Being Teachers

Arcangeli

Bacherini

Gaggioli

et al. 2020

IJERPH

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The attitudes of teachers toward intellectual disability (ID) contribute to an effective school inclusion of students with ID, thereby enhancing their quality of life. The present study was aimed at investigating the attitude differences toward ID of mainstream and special-education teachers in Italy and the general and specific teachers’ characteristics most related to these attitudes. An online version of the Attitudes toward Intellectual Disability (ATTID) questionnaire was filled by 307 mainstream teachers and 237 special-education teachers. The findings show that special-education teachers held more positive attitudes. Specific ATTID dimensions were positively affected for both types of teachers by previous training in special education/ID, perceived support, and promotion of positive attitudes toward ID, in addition to the quality of relationships with individuals with ID, while they were positively affected for special-education teachers by perceived efficacy of ID knowledge. No or very limited effects were observed for previous experience in teaching students with typical development or ID (even with severe/profound ID). Fostering resources to provide teachers with high-quality training, support, and resources and strategies to promote positive attitudes toward ID seems a relevant approach leading to favorable attitudes, thereby improving the quality of life of students with ID.

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“…Belet (2018) states that classrooms with limited ethnic diversities tend to be more prone to cultural prejudices. Openness to experience, heightened knowledge about a condition, quality of contact, and reduced acceptance of inequality lowered stigmas associated with different cultures and conditions (Gillespie-Lynch et al, 2019). The environment must be hospitable to socialize to bridge the gap between different cultures (Rodriguez et al, 2017).…”

Section: Cultural Differencesmentioning

confidence: 99%

Unity in Diversity: The Assimilation of Culture to Filipino Students in Qatar

Edrosolam¹,

Burog²,

Rosario³

et al. 2020

IJRP

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Background: The continuous progression of the world has inflicted a multitude of impacts on every nation. Due to the advancement of technology in a globalized world, Exposure to different cultures to various means has become prevalent, especially in a learning environment. Ever since Filipino students mixed in with other ethnicities, cultural diversity began to aggravate as international students provided a bank of cultural knowledge to Filipino students. Methods: This research employs a phenomenological approach to the idea of cultural assimilation to determine whether or not Filipinos retain their cultural identity and identify the extent of it. The researchers interviewed Filipino students that have been in contact with other foreign nationalities for an ample amount of time. Findings: The cultural presence of Filipinos are susceptible to changes, especially if adaptation in an unfamiliar environment becomes a necessity in livelihood and lifestyle. Conclusions: Filipino students in the school adapted to a multicultural environment due to the necessity of the circumstance that they have provided with to ensure an undisrupted flow in their learning process. Recommendations: The data and results found in this study could deliver more concrete answers if it utilized a more significant population to analyze the behavior in a more detailed and intricate way from which a more explicit cultural paradigm can form.

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Factors underlying cross-cultural differences in stigma toward autism among college students in Lebanon and the United States

Cited by 52 publications

References 80 publications

The Development and Pilot-Testing of the Autism Attitude Acceptance Scale: An Instrument Measuring Autism Acceptance

The Development and Pilot-Testing of the Autism Attitude Acceptance Scale: An Instrument Measuring Autism Acceptance

Attitudes of Mainstream and Special-Education Teachers toward Intellectual Disability in Italy: The Relevance of Being Teachers

Unity in Diversity: The Assimilation of Culture to Filipino Students in Qatar

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