Evaluating the Physically Disabled

Abstract

A study is reported that examined how the achievement performances of disabled and nondisabled students are evaluated by others, and the possible role of attribution processes in mediating these performance evaluations. Female college students observed a young male confederate being administered a mathematics test. Whether or not the student appeared to be disabled and the level of performance on the mathematics test were varied in a 2 x 2 design. In contrast to expectations, the results indicated that the disabled student was evaluated more negatively for the same level of performance. Consistent with Weiner's attribution model, perceptions of control were found to be predictive of performance evaluations. However, a regression analysis indicated that attribution processes did not account for the differential evaluations received by the disabled and the nondisabled student.