College Students' Reluctance to Interact With Peers Who Are Partially Sighted : Effects of Disability Disclosure

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  • AIBA Daisuke
    Graduate Course of Disability Sciences, University of Tsukuba
  • KAWAUCHI Kiyohiko
    Graduate School of Comprehensive Human Sciences, Institute of Disability Sciences, University of Tsukuba

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  • 弱視学生に対する健常学生の交流抵抗感に及ぼす障害開示の効果について
  • ジャクシ ガクセイ ニ タイスル ケンジョウ ガクセイ ノ コウリュウ テイコウカン ニ オヨボス ショウガイ カイジ ノ コウカ ニ ツイテ

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Abstract

The purposes of the present study were to examine effects of disability disclosure on the reluctance of college students' without disabilities to interact with peers who are partially sighted. After they had been exposed to 1 of 4 kinds of disability disclosure conditions (positive, mixed, negative, and control), college students without disabilities (N=282) answered a questionnaire based on friendship and self-assertiveness subscales (Kawauchi, 2004, in Japanese) that asked about students who are partially sighted. ANOVA revealed that the positive, mixed, and negative conditions had a more favorable effect on the friendship scores than the control condition did. Specifically, the positive condition emphasizing cooperative behavior was more beneficial than the other disability disclosure conditions. However, none of the conditions significantly influenced the self-assertiveness scores. On the other hand, the participants' gender was significantly related to scores on the subscales of friendship and self-assertiveness. In conditions in which the discloser and the perceiver were of the same gender, the females' scores on the friendship scale were higher than the males', and the males' scores on self-assertiveness were higher than the females'.

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