Implicit and Explicit attitudes Toward People with Down syndrome: A Study in Schools with and without Integration Programmes in Chile

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dc.contributor.authorSirlopú, David
dc.contributor.authorGonzález, Roberto
dc.contributor.authorBohner, Gerd
dc.contributor.authorSiebler, Frank
dc.contributor.authorMillar, Andrés
dc.contributor.authorOrdoñez, Gabriela
dc.contributor.authorTorres, David
dc.contributor.authorTezanos Pinto, Pablo de
dc.date.accessioned2016-11-11T20:12:40Z
dc.date.available2016-11-11T20:12:40Z
dc.date.issued2012
dc.description.abstractIntegrated education can reduce intergroup prejudice because enhance people contact. In this area, most researches have measured explicit attitudes using self-report questionnaires, but few studies have measure implicit attitudes for this objective. This article aims to evaluate both types of attitudes towards People with Down syndrome (PWDS). Eighty Chileans pupils (11-15 years) belonging from schools with and without integration programs participated in this study. Implicit attitudes were measured with Implicit Association Test (IAT). Results showed that all students, regardless from the school system, showed implicit bias towards PWDS. In explicit attitudes, although both samples exhibited low levels of prejudice, pupils from integrated schools expressed less anxiety towards PWDS. Finally, quality of contact, quantity of contact and salience were associated with less anxiety and more positive stereotypes towards PWDS.
dc.identifier.citationRevista de Psicología Social, 2012, vol. 27, n° 2, p. 199-210
dc.identifier.urihttp://hdl.handle.net/11447/826
dc.language.isoen_US
dc.subjectImplicit and explicit attitudes
dc.subjectIntergroup contact
dc.subjectIntegrated education
dc.subjectDown syndrome
dc.titleImplicit and Explicit attitudes Toward People with Down syndrome: A Study in Schools with and without Integration Programmes in Chile
dc.typeArtículo

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