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Five focus groups: 6-8 participants in each group. Recorded & transcribed. Questions on what ableism looks like/how it is experienced, what ableist microaggressions are experience and by whom, etc.
Cognitive interviews (8-10 participants): asked to rate potential Ableist Microaggression Scale items using a five point Likert scale in order to rate each potential item on clarity, and whether they feel it is appropriate to be include on the scale (Pinterits, Poteat & Spanierman, 2009)
Survey: Qualtrics survey online, goal of 300-500 participants.
QUAL: “what do individuals’ experiences of ableist microaggressions look like?”
QUAN: “how can the constructs of ableist microaggressions be measured in the population?”
MIXED METHODS: “what is the nature and prevalence of ableist microaggressions?”
GOAL: Designing/validating an Ableist Microaggressions Scale.
Creswell, J.W., & Plano Clark, V.L. (2011) Designing and conducting mixed methods research (2nd Ed). Thousand Oaks, CA: SAGE Publications.
DeVellis, R. F. (2011). Scale development: Theory and applications (Vol. 26). Sage Publications.
Hehir, T. (2002). Eliminating ableism in education. Harvard Educational Review, 72(1), 1-33.
Marks, D. (1996). Able-bodied dilemmas in teaching disability studies. Feminism and Psychology. 6(1), 69-73. doi: 10.1177/0959353596061009
Morrow, S. L. (2005). Quality and trustworthiness in qualitative research in counseling psychology. Journal of counseling psychology, 52(2), 250.
Nadal, K. L. (2011). The Racial and Ethnic Microaggressions Scale (REMS): construction, reliability, and validity. Journal of counseling psychology, 58(4), 470.
Padgett, D. K. (2012). Qualitative and mixed methods in pubic health. Thousand Oaks, CA: SAGE Publications.
Pinterits, E. J., Poteat, V. P., & Spanierman, L. B. (2009). The White Privilege Attitudes Scale: Development and initial validation. Journal of Counseling Psychology, 56(3), 417.
Saldana, J. (2013). The coding manual for qualitative researchers (2nd Ed.). Thousand Oaks, CA: SAGE Publications.
Solórzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. Journal of Negro Education, 69, 60– 73.
Storey, K. (2007). Combating ableism in schools. Preventing School Failure: Alternative Education for Children and Youth, 52(1), 56-58.
Sue, D.W. (2010). Microaggressions in everyday life: Race, gender, and sexual orientation. Hoboken, NJ: Wiley.
Tabachnik, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics (6th Ed). Boston: Pearson.
Teddlie, C. & Tashakkori, A. (2009). Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences. Los Angeles, CA: Sage.
United States Code. (2008). Americans with disabilities act of 1990, as amended. Retrieved October 10, 2013 from http://www.ada.gov/pubs/adastatute08.htm
United States Census Bureau. (2012). Americans with disabilities: 2010. Retrieved September 15, 2013, from http://www.census.gov/prod/2012pubs/p70-131.pdf
FG: Inductive coding coding by hand for 1st two focus groups. PI will partner with a colleague to do consensus coding/2nd cycle coding to create final code lists, followed by table top themes (Saldana, 2013)
CI: 5 point Likert scale to rank each item on how easy it is to understand/whether it makes sense for it to be on the scale; all items ranked under 3 will be dropped (Pinterits, Poteat & Spanierman, 2009).
Survey: Exploratory Factor Analysis (Tabachnik & Fidell, 2013) will be used via SPSS to determine how many factors should be included. , Confirmatory Factor Analysis (Tabachnik & Fidell, 2013) will be used via SPSS to confirm that this model is the best fit. Validity will be measured by Cronbach's Alpha.