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What Do I Think about Inclusive Education? It Depends on Who Is Asking. Experimental Evidence for a Social Desirability Bias in Attitudes towards Inclusion

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Title: What Do I Think about Inclusive Education? It Depends on Who Is Asking. Experimental Evidence for a Social Desirability Bias in Attitudes towards Inclusion
Language: English
Authors: Lüke, Timo (ORCID 0000-0002-2603-7341), Grosche, Michael (ORCID 0000-0001-6646-9184)
Source: International Journal of Inclusive Education. 2018 22(1):38-53.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Descriptors: Inclusion, Social Desirability, Foreign Countries, Attitude Measures, Questionnaires, Social Environment, Behavior Theories, Outcomes of Education, Hierarchical Linear Modeling, Regression (Statistics), Experimental Groups, Bias, Predictor Variables, Special Needs Students, Teacher Surveys, Special Education
Geographic Terms: Germany
DOI: 10.1080/13603116.2017.1348548
ISSN: 1360-3116
Abstract: Recently, research has focused on attitudes towards inclusive education, and the majority of studies use questionnaires to measure this vital variable. In two consecutive experiments, we showed that attitudes towards inclusive education are not stable but instead are significantly influenced by social context. We manipulated information on the organisation conducting a survey regarding attitudes of participants towards inclusive education. The results show that the attitude of the organisation conducting the survey--as perceived by the participant--outperforms well-documented variables (e.g. sex, age, and contact to a person with disability) in predicting the attitudes of the participant towards inclusion. This one variable explains as much variance as all other predictors combined. We argue that social desirability is a neglected issue in research on attitudes towards inclusive education. Our findings challenge the validity of numerous studies on this topic because they show a positive bias in the attitudes of participants when they were surveyed by a university. Thus, we outline the first steps to reduce social desirability-induced validity problems in research on attitudes towards inclusion.
Abstractor: As Provided
Number of References: 36
Entry Date: 2017
Accession Number: EJ1162617
Database: ERIC
FullText Text:
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  Data: What Do I Think about Inclusive Education? It Depends on Who Is Asking. Experimental Evidence for a Social Desirability Bias in Attitudes towards Inclusion
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  Data: <searchLink fieldCode="AR" term="%22Lüke%2C+Timo%22">Lüke, Timo</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2603-7341">0000-0002-2603-7341</externalLink>)<br /><searchLink fieldCode="AR" term="%22Grosche%2C+Michael%22">Grosche, Michael</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6646-9184">0000-0001-6646-9184</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Inclusive+Education%22"><i>International Journal of Inclusive Education</i></searchLink>. 2018 22(1):38-53.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 16
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  Data: 2018
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Desirability%22">Social Desirability</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Measures%22">Attitude Measures</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Environment%22">Social Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Theories%22">Behavior Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Hierarchical+Linear+Modeling%22">Hierarchical Linear Modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+%28Statistics%29%22">Regression (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Experimental+Groups%22">Experimental Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Bias%22">Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Surveys%22">Teacher Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
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  Data: 10.1080/13603116.2017.1348548
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  Data: 1360-3116
– Name: Abstract
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  Data: Recently, research has focused on attitudes towards inclusive education, and the majority of studies use questionnaires to measure this vital variable. In two consecutive experiments, we showed that attitudes towards inclusive education are not stable but instead are significantly influenced by social context. We manipulated information on the organisation conducting a survey regarding attitudes of participants towards inclusive education. The results show that the attitude of the organisation conducting the survey--as perceived by the participant--outperforms well-documented variables (e.g. sex, age, and contact to a person with disability) in predicting the attitudes of the participant towards inclusion. This one variable explains as much variance as all other predictors combined. We argue that social desirability is a neglected issue in research on attitudes towards inclusive education. Our findings challenge the validity of numerous studies on this topic because they show a positive bias in the attitudes of participants when they were surveyed by a university. Thus, we outline the first steps to reduce social desirability-induced validity problems in research on attitudes towards inclusion.
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  Data: 2017
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  Data: EJ1162617
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1162617
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        Value: 10.1080/13603116.2017.1348548
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      – Text: English
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        PageCount: 16
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    Subjects:
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Social Desirability
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Attitude Measures
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      – SubjectFull: Behavior Theories
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Hierarchical Linear Modeling
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      – SubjectFull: Regression (Statistics)
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      – SubjectFull: Experimental Groups
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      – SubjectFull: Bias
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Special Needs Students
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      – SubjectFull: Teacher Surveys
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      – SubjectFull: Special Education
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      – SubjectFull: Germany
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      – TitleFull: What Do I Think about Inclusive Education? It Depends on Who Is Asking. Experimental Evidence for a Social Desirability Bias in Attitudes towards Inclusion
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