Disciplinary Sanctioning of Students with Intellectual Disabilities : Revisiting the Status Liability Hypothesis.
We examined the impact of disability status on disciplinary sanctioning of a student committing a minor versus severe behavioral infraction. We used the status liability hypothesis as a framework. This hypothesis suggests that individuals with a higher personal status receive sanctioning differentially based on the severity of offense. Specifically, individuals of high status are predicted to be sanctioned less severely than persons with lower status given a minor offense. The hypothesis also predicts that individuals accorded high status will receive more punitive sanctioning when the act of deviance from social norms is perceived as severe. Preservice teachers were randomly assigned to judge the behavior of a student with or without an intellectual disability committing a behavioral offense. A student with an intellectual disability was seen as influenced by dispositional factors, regardless of the offense, while a student without a disability who committed a minor offense was seen as influenced by situational factors. The behavior of a student with an intellectual disability was judged as less severe, and the student was 50% less likely to incur an inâ€school suspension. When a student with an intellectual disability was sanctioned, the length of suspension was equal to that of a student without a disability.
Kluwer Academic Publishers
Kellow, J. T. & Dukes, L.(2008). Disciplinary Sanctioning of Students with Intellectual Disabilities: Revisiting the Status Liability Hypothesis. Social Psychology of Education: An International Journal, 11(4), 431-443.
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