Effect of socioeconomic status on general and at-risk high school boys' willingness to accept same-sex peers with LD.
Thirty-eight educationally successful and 33 educationally at-risk high school boys from varying SES backgrounds participated in a study to determine their willingness to allow same-sex peers with LD to participate in activities in the school, out-of-school, and both contexts. Kruskal Wallis One-way Analysis of Valance of Ranks results indicated that, regardless of academic designation, boys from low SES backgrounds were more willing than their counterparts to accept peers with LD. Significant differences among SES groups were found in several activities performed in the out-of-school contexts, especially those with emotional or cognitive connotations. Discussion addresses the importance of training classroom teachers and general education students in maintaining an inclusive environment.
Plata
Maximino
M
Department of Counselor Education, Counseling Psychology and Rehabilitation Services, Penn State University, University Park, Pennsylvania, USA. mpdmp1962@yahoo.com
Trusty
Jerry
J
D000293:Adolescent; D000294:Adolescent Behavior / Q000523:psychology*; D004522:Educational Status; D006801:Humans; D007398:Interpersonal Relations; D007859:Learning Disabilities / Q000523:psychology*; D008297:Male; D010379:Peer Group; D000297:Psychology, Adolescent; D012307:Risk Factors; D012574:Schools; D012737:Sex Factors; D012919:Social Behavior; D012923:Social Class; D011795:Surveys and Questionnaires