Abstract
The effects of four variables on attitudes toward children were studied: the sex and social status of the rater and the physical appearance and academic competence of the target child being rated. The results indicated that competent and physically nonstigmatized children were rated more favorably than incompetent and physically stigmatized children. The data also revealed that girls had a significantly more positive stereotype than did boys of a competent male target child but that boys were more willing to be in physical proximity to the male target child as measured by a social distance scale. Finally, the results indicated that popular children rated the attractive and competent target child less favorably than children who were not so popular. However, the popular children rated the attractive and incompetent target child more favorably than the less popular children did. The findings were discussed in terms of the salience of physical labels (i.e., stigma) on attitudes toward children.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 455-462 |
| Number of pages | 8 |
| Journal | American Journal of Mental Deficiency |
| Volume | 81 |
| Issue number | 5 |
| State | Published - 1977 |
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ASJC Scopus subject areas
- Psychiatry and Mental health
Cite this
Physical stigma and academic performance as factors affecting children's first impressions of handicapped peers. / Siperstein, G. N.; Gottlieb, Jay.
In: American Journal of Mental Deficiency, Vol. 81, No. 5, 1977, p. 455-462.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Physical stigma and academic performance as factors affecting children's first impressions of handicapped peers
AU - Siperstein, G. N.
AU - Gottlieb, Jay
PY - 1977
Y1 - 1977
N2 - The effects of four variables on attitudes toward children were studied: the sex and social status of the rater and the physical appearance and academic competence of the target child being rated. The results indicated that competent and physically nonstigmatized children were rated more favorably than incompetent and physically stigmatized children. The data also revealed that girls had a significantly more positive stereotype than did boys of a competent male target child but that boys were more willing to be in physical proximity to the male target child as measured by a social distance scale. Finally, the results indicated that popular children rated the attractive and competent target child less favorably than children who were not so popular. However, the popular children rated the attractive and incompetent target child more favorably than the less popular children did. The findings were discussed in terms of the salience of physical labels (i.e., stigma) on attitudes toward children.
AB - The effects of four variables on attitudes toward children were studied: the sex and social status of the rater and the physical appearance and academic competence of the target child being rated. The results indicated that competent and physically nonstigmatized children were rated more favorably than incompetent and physically stigmatized children. The data also revealed that girls had a significantly more positive stereotype than did boys of a competent male target child but that boys were more willing to be in physical proximity to the male target child as measured by a social distance scale. Finally, the results indicated that popular children rated the attractive and competent target child less favorably than children who were not so popular. However, the popular children rated the attractive and incompetent target child more favorably than the less popular children did. The findings were discussed in terms of the salience of physical labels (i.e., stigma) on attitudes toward children.
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UR - http://www.scopus.com/inward/citedby.url?scp=0017335362&partnerID=8YFLogxK
M3 - Article
C2 - 139825
AN - SCOPUS:0017335362
VL - 81
SP - 455
EP - 462
JO - American Journal on Intellectual and Developmental Disabilities
JF - American Journal on Intellectual and Developmental Disabilities
SN - 1944-7515
IS - 5
ER -