Motives to Respond Without Prejudice: Predictors of Greater Expressed Inclusiveness Toward Students with Disabilities by Pre-Service Teachers?
Author(s): H. Michael Crowson, Joyce A. Brandes
Abstract: This study examined individual differences in motivations to respond without prejudice to students with disabilities. Internally motivated individuals respond without prejudice out of a desire to act in a manner that is consistent with deeply held non-prejudiced standards; whereas, externally motivated individuals are driven to respond without prejudice out of a desire to conform to perceived social normative pressures. Eighty-eight pre-service teachers completed scales measuring motivation to respond without prejudice and anti-inclusive attitudes. Internal motivation was a significant negative predictor, whereas external motivation was a significant positive predictor, of anti-inclusive attitudes. A trend in the data was consistent with Butz and Plant's (2009) assumption of an interaction between the two motivational factors and prejudice.
Keywords: Individual differences; Students with disabilities; Inclusive education; Social norms; Student teachers
Pages: 12-21
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