Integrating Disability: Boomerang Effects when using Positive Media Exemplars to Reduce Disability Prejudice

Kallman, Davi

doi:10.1080/1034912x.2017.1316012

Cited by 12 publications

(16 citation statements)

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“…The IAT was used to measure several different types of bias including biases related to race [38, 40–43, 52–54, 57], age [46, 50], mental illness [37, 45, 47, 51, 56, 58], weight [36, 49, 55], disability [42, 44], gender [48], and others [39]. The IAT was also used to measure the effectiveness of several types of educational activities including experiential learning, didactics, videos, independent-learning, social-contact and small/large group discussion.…”

Section: Resultsmentioning

confidence: 99%

“…Similarly, Omori used the IAT to measure bias before and after contact with schizophrenia patients, finding some changes in IAT results after their intervention [51]. Out of the articles that used the IAT as a metric and used a pre-post design, only 5 demonstrated a significant change in implicit attitudes after the intervention [38, 40, 46, 49, 57], while 10 clearly demonstrated no significant changes [44, 45, 47, 50–54, 56, 58]. Other papers used the IAT to measure bias in association with educational interventions, however, did not use a pre- and post-design.…”

Section: Resultsmentioning

confidence: 99%

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The Implicit Association Test in health professions education: A meta-narrative review

et al. 2019

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Introduction Implicit bias is a growing area of interest among educators. Educational strategies used to elicit awareness of implicit biases commonly include the Implicit Association Test (IAT). Although the topic of implicit bias is gaining increased attention, emerging critique of the IAT suggests the need to subject its use to greater theoretical and empirical scrutiny. Methods The authors employed a meta-narrative synthesis to review existing research on the use of the IAT in health professions education. Four databases were searched using key terms yielding 1151 titles. After title, abstract and full-text screening, 38 articles were chosen for inclusion. Coding and analysis of articles sought a meaningful synthesis of educational approaches relating to the IAT, and the assumptions and theoretical positions that informed these approaches. Results Distinct, yet complementary, meta-narratives were found in the literature. The dominant perspective utilizes the IAT as a metric of implicit bias to evaluate the success of an educational activity. A contrasting narrative describes the IAT as a tool to promote awareness while triggering discussion and reflection.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

The Implicit Association Test in health professions education: A meta-narrative review

et al. 2019

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“…These misconceptions reflect the influence of the medical model of disability and parents who lean towards this model may be more resistant to inclusive education. Thus people with disabilities need to be portrayed in a positive manner, although only a few attempts have been made to influence attitudes in this way (Kallman, 2017;MacDonald & MacIntyre, 1999). The results obtained in this study are important, since they were observed regarding different types of disabilities, and were a consequence of adding mention to three or four positive attributes.…”

Section: Discussionmentioning

confidence: 99%

“…For instance, a neutral description that mentions both strengths and limitations of a disability may have a different impact from a positive description that stresses strengths, while acknowledging limitations. Indeed, it has been suggested that presenting individuals with disabilities in a positive light may influence attitudes (Kallman, 2017;MacDonald & MacIntyre, 1989).…”

mentioning

confidence: 99%

Attitudes of parents of typically developing children towards school inclusion: the role of personality variables and positive descriptions

Albuquerque

Pinto

Ferrari

2018

European Journal of Special Needs Education

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Attitudes of parents of typically developing children (TDC) towards school inclusion have been neglected by researchers, although their importance is unquestionable. This study characterizes the attitudes of Portuguese parents of TDC towards school inclusion of a child with some type of disability (Hearing Impairment, Down Syndrome and Behavior Disorder). The research also analyzes the impact in parental attitudes of the type of disability and of the neutral or positive description of the child with a disability. The associations between parental attitudes, optimism and the Big Five personality dimensions are also examined. A sample of 360 fathers and mothers of TDC, who attended elementary school, was collected. Parental attitudes were assessed through the survey Children with difficulties at school (Nota, Soresi, & Ginevra, 2015). Another two instruments were also used: the Life Orientation Test-Revised (LOT-R-Scheier, Carver, & Bridges, 1994) and the NEO Five Factor Inventory (NEO-FFI; Costa & McCrae, 1992). The results revealed that Portuguese parents tended to demonstrate neutral attitudes towards the inclusion of children with some kind of disability, and that they didn't considered that the presence of a child with a disability could be perceived as a resource or benefit by the school context. Regarding the effect of the variables analyzed, it was found that the type of disability and the type of description of the child with a disability significantly influenced parental attitudes: attitudes were more positive towards children with Hearing Impairment than towards children with Down Syndrome or Behavior Disorder; parental attitudes were also more positive when the child with a disability was described in a way that stressed his/her abilities. Small but statistically significant associations were also found between optimism and personality dimensions (agreeableness; conscientiousness) on one hand and parental attitudes, on the other hand. The implications of the results are discussed.

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“…The hope was that by showing a particular baker, Jihoon, a “para-social relationship” between him and the viewer would be established (Dibble, Hartmann, & Rosaen, 2016). Past studies have argued that people with disabilities need to be shown in a natural way to reduce the implicit bias about them (Kallman, 2017; Kolucki, 2008). Jihoon’s stated goals to make an honest living, help others, have a family, and to be happy are not at all different from most people.…”

Section: Empirical Study On Film and Diversity In Marketingmentioning

confidence: 99%

Using Films to Achieve Diversity Goals in Marketing Education

Chang

2019

Journal of Marketing Education

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Visual communication, especially films, can be an effective way to teach complex topics. The use of films in business schools, however, has been limited even though demand for such content is increasing. This article takes a focused look at how educators can take advantage of films to teach diversity in business. Despite the importance of diversity in business and marketing education, there is not enough written materials such as case studies to teach it. Even when they do exist, written content may not be adequate in communicating the issues involved in diversity because of difficulties related to representing a given diversity group only using text. This article discusses how films can help overcome the limitations of text-only representation of a specific diversity group—intellectually disabled workers. The empirical study shows that film can be more effective than text in eliciting consumer responses such as emotions and a positive attitude to an identified disabled personality as well as to the employer brand. This article also provides practical steps that educators can take in gradually integrating visual materials such as film to their traditional method and contents of instruction when teaching diversity in business.

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Integrating Disability: Boomerang Effects when using Positive Media Exemplars to Reduce Disability Prejudice

Cited by 12 publications

References 50 publications

The Implicit Association Test in health professions education: A meta-narrative review

The Implicit Association Test in health professions education: A meta-narrative review

Attitudes of parents of typically developing children towards school inclusion: the role of personality variables and positive descriptions

Using Films to Achieve Diversity Goals in Marketing Education

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Integrating Disability: Boomerang Effects when using Positive Media Exemplars to Reduce Disability Prejudice

Cited by 12 publications

References 50 publications

The Implicit Association Test in health professions education: A&nbsp;meta-narrative review

The Implicit Association Test in health professions education: A&nbsp;meta-narrative review

Attitudes of parents of typically developing children towards school inclusion: the role of personality variables and positive descriptions

Using Films to Achieve Diversity Goals in Marketing Education

Contact Info

Product

Resources

About

The Implicit Association Test in health professions education: A meta-narrative review

The Implicit Association Test in health professions education: A meta-narrative review