Perceptions Professor Have Toward Adults With Attention Deficit Hyperactive Disorder: A Causal-Comparative Study
Date of Award
Doctorate of Education, Ed.D.
College of Education
Audrey E. Rabas, Ph.D.
David J. Alba, Ed.D.
Peggy Dupey, Ph.D.
The purpose of this study was to examine professors in higher education perceptions toward students with attention deficit hyperactive disorder. Further, considering Goffman’s theory of stigma, this researcher designed a study which examined perceptions of professor toward adults with attention deficit hyperactivity disorder (ADHD). Therefore, this dissertation focused on using a quantitative causal-comparative research method to examine perceptions professors in higher education have toward adults with ADHD. This researcher examined the perceptions of professors who had undertaken coursework in ADHD or have a special education license to those who have not. Further, this researcher examined professors’ academic disciplines, grouping professors who teach in the education academics, and comparing those who teach in other academics. Ninety-one participants responded to the online survey with three demographic questions and an instrument pub, which examines stigma toward adults with ADHD. Further, data was collected via two universities in Massachusetts, one university in Texas, and one university in Oregon. Data analyzed and examined showed no statistical significance with regards to perception levels for professors in higher education regarding their undertaking (or lack thereof) or coursework in ADHD or special education licensure. Further, no statistical significance was found in professors in higher education with regard to academic disciplines of education versus non-education.
Recommended CitationVassallo, A. (2020). Perceptions Professor Have Toward Adults With Attention Deficit Hyperactive Disorder: A Causal-Comparative Study (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/444
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