Affiliation:
1. Avery B. Albert, Holly E. Jacobs, and Gary N. Siperstein, Center for Social Development and Education, University of Massachusetts Boston.
Abstract
Abstract
The present study explored the prevalence of the r-word in schools and students' bystander behavior in response to hearing the word. In total, 2,297 students from 12 high schools across the country participated in this study. Results revealed the r-word was used frequently among high school students, most often toward individuals without intellectual disability (ID). Students were more likely to take an active bystander role when hearing the r-word used toward students with ID than when hearing it used toward students without ID. Students' gender and prosocialness also played a role in determining their bystander behavior in response to the r-word. This study has implications for reducing the use of the r-word and the stigma associated with ID.
Publisher
American Association on Intellectual and Developmental Disabilities (AAIDD)
Subject
Psychiatry and Mental health,Community and Home Care,Developmental and Educational Psychology,Education,Pediatrics, Perinatology, and Child Health
Cited by
10 articles.
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