Unaccommodating Attitudes: Perceptions of Students as a Function of Academic Accommodation Use and Test Performance

Abstract

The present study examined the effects of academic accommodation use and test performance on perceptions of a hypothetical student. Sixty-nine undergraduates (31 women, 38 men) read a fictitious vignette about a student who either received or declined accommodations and who subsequently performed either better or worse than the participant on an exam. As expected, targets who were described as performing better than the participant were rated as less intelligent, likeable, and respectable when they received (rather than declined) accommodations. Conversely, targets who performed worse than the participant were rated similarly, regardless of whether they received or declined accommodations. These results suggest that students with learning disabilities face a no-win situation when deciding whether to use academic accommodations in their classes.

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