Examining College Students' Willingness to Support Peers with Down Syndrome
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| Title: | Examining College Students' Willingness to Support Peers with Down Syndrome |
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| Language: | English |
| Authors: | Aesha John, Sydney Sanders |
| Source: | Journal of Postsecondary Education and Disability. 2025 38(3):591-603. |
| Availability: | Association on Higher Education and Disability. 8015 West Kenton Circle Suite 230, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: JPED@ahead.org; Web site: https://www.ahead.org/professional-resources/publications/jped |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Students with Disabilities, Down Syndrome, Peer Relationship, Correlation, Self Efficacy, Mentors, Social Support Groups, Familiarity, Private Colleges, Program Effectiveness |
| ISSN: | 2379-7762 2328-3343 |
| Abstract: | An important factor linked to the retention and success of college students with intellectual disability (ID) is support from their peers without ID. In this study with 63 college students without ID, we examined whether self-efficacy and intergroup contact are linked to participants' willingness to support their peers with Down syndrome. To test the role of intergroup contact, participants completed pre- and post-tests and were randomly assigned to indirect and direct contact conditions. Results indicate a significant correlation between self-efficacy and peer support. In addition, comparisons of participants' pre- and post-test scores indicate significant changes in their self-efficacy and peer support behaviors. Knowledge of these factors can inform models and approaches to motivate, recruit, and train college students to support the educational inclusion and success of peers with ID. Results are discussed in the context of implications for practice and research, as well as methodological limitations. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492248 |
| Database: | ERIC |
| Abstract: | An important factor linked to the retention and success of college students with intellectual disability (ID) is support from their peers without ID. In this study with 63 college students without ID, we examined whether self-efficacy and intergroup contact are linked to participants' willingness to support their peers with Down syndrome. To test the role of intergroup contact, participants completed pre- and post-tests and were randomly assigned to indirect and direct contact conditions. Results indicate a significant correlation between self-efficacy and peer support. In addition, comparisons of participants' pre- and post-test scores indicate significant changes in their self-efficacy and peer support behaviors. Knowledge of these factors can inform models and approaches to motivate, recruit, and train college students to support the educational inclusion and success of peers with ID. Results are discussed in the context of implications for practice and research, as well as methodological limitations. |
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| ISSN: | 2379-7762 2328-3343 |
