Master's Theses

Department

Social Work

Degree Name

Master of Science (MS)

Abstract

The purpose of this research was to investigate university faculty and administrators attitudes toward students with disabilities. The independent variables were gender, academic discipline, rank, position, knowledge of Section 504, education degree, and years at present institution. Scores from the Attitude Toward Treatment of Disabled Students scale and from the Attitude Toward Disabled Persons scale were utilized as the dependent variables. The sample consisted of 80 university faculty, 16 administrators, and 22 student personal administrators. Seven composite null hypotheses were tested at the .05 level of significance employing a three-way analysis of variance (general linear model). A total of 31 comparisons were made plus 18 recurring comparisons. Of the 31 comparisons 10 were for main effects and 21 were for interactions. Of the 10 main effects 2 were statistically significant at the .05 level. The results of the present study indicated the following for main effects: 1. fema1e faculty members reported a more positive attitude toward students with disabilities than did males, and 2. faculty and administrators who reported knowledge of Section 504 had a statistically more positive attitude toward students with disabilities than those who did not report knowledge of Section 504. Of the 21 interactions 1 was statistically significant at the .05 level. The statistically significant interaction was for the independent variables academic discipline and academic rank for the dependent variable Attitude Toward Treatment of Disabled Students scale scores. The results of the present study appeared to support the following generalizations: 1. female faculty members have a more positive attitude toward students with disabilities than male faculty members, 2. faculty and administrators with a knowledge of Section 504 have a marc positive attitude toward students with disabilities than those who do not have a knowledge of Section 504, 3. the independent variables academic discipline and academic rank of faculty members should be interpreted concurrently for the dependent variable Attitude Toward Disabled Persons scale scores, and 4. faculty members and administrators have a positive attitude toward students with disabilities.

Advisor

Bill Daley

Date of Award

Fall 1995

Document Type

Thesis - campus only access

Rights

© 1995 Michelle Renee Schneweis

Comments

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