Introducing 

Prezi AI.

Your new presentation assistant.

Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.

Loading…
Transcript

Data Collection

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.

Ableist Microaggression Scale Creation

Shanna K. Kattari

GSSW, University of Denver

Limitations

The Questions

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.

  • Location specific; may not be generalizable
  • Some of the nuances of physical versus cognitive targeted ableist microaggressions may be lost in the scale creation
  • lumps all individuals with disabilities into one group, making the assumption that all disabled people experience things similarly
  • Recruitment and data collection may leave out some groups of individuals

Purpose

  • The United States Census Bureau (2012) reported that in the 2010 United States Census of older youth and adults (age 15 and above), 21.3% had a disability, with 14.8% of those being severe.
  • The overarching act of prejudice and/or discrimination against people with disabilities and the devaluation of disability (Hehir, 2002) is labeled ableism
  • “microaggressions are the brief and commonplace daily verbal, behavioral and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory or negative racial, gender, sexual and religious slights and insults to the target person or group” (Sue, 2010, p. 6).

Sampling and Population

Design and Rationale

  • Five focus groups: Purposive sample of individuals who self identify as having one or more disabilities (visible or invisible), who are 18 +. Front Range; fliers & social media.

  • Cognitive interviews: Unique from above, purposive sample of individuals who self identify as having one or more disabilities (visible or invisible), who are 18 +. Front Range; fliers & social media.

  • Survey: probability sampling from college/university settings from around the Southwest. 18+, identify as having one or more disabilities (whether visible or not).

References

  • Social injustices experienced by those who are subjected to ableist microaggressions indicate the use of a transformative framework (Creswell & Plano Clark, 2011; Teddlie & Tashakkori, 2009).
  • The proposal consists of an exploratory sequential design, (Creswell & Plano Clark, 2011), using:
  • QUAL-FG → MM-INT → QUANSurvey three step design
  • Mixed methods design is ideal for scale creation (DeVillis, 2011); Nadal (2011) used a mixed method study design in the creation of Racial and Ethnic Microaggressions Scale

Analytic Plans

Ethical, Social Justice & Power Issues

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.

  • Important to establish creditability & trustworthiness regarding the data that is being collected, insider status (Morrow, 2005)
  • Need to bracket oneself throughout the interview and analysis process (Fischer, 2009)
  • Awareness of intersectionality
  • Constantly checking commitment to transformative framework
Learn more about creating dynamic, engaging presentations with Prezi