How Volunteering With Youth with Disabilities Influences Acceptance of Diversity

Background/Purpose: Scholars have begun to advocate for a shift from the medical model to the social model of disability, transitioning from an emphasis on individual limitations to a focus on the role of society and the constructed environment on an individual’s disability. The minority group model, a subset of the social model, argues that the experiences of individuals with disabilities are similar to those of racial minorities, in both individual and institutional discrimination. It is believed that in order to reduce discrimination, attitudes toward diversity must be improved.  The contact hypothesis predicts that the attitudes of people without disabilities can be positively influenced through quality interactions with individuals with disabilities. However, a greater understanding of the contact hypothesis’ mechanisms that affect change in attitudes towards individuals with disabilities is needed, with research focused on how to foster quality interactions between individuals without and with disabilities. Therefore, the purpose of this study was to examine if different factors influence acceptance of diversity in student volunteers following an eight-week physical activity program for youth with disabilities.

Method: Fifty-eight subjects who volunteered in an 8-week physical activity program for youth with disabilities, completed the Miville-Guzman Universality-Diversity scale – short form. Average scores of weekly measures were used to track subjects’ attitudes and experiences of working with both the program participant who has a disability, and supports from the activity leader. Activity leaders were graduate students responsible for implementing a physical activity lesson plan and providing support to the volunteers and participants.

Analysis/Results: A multiple regression was used to evaluate the factors influencing change in diversity via attitude, personal experiences, and participants’ experiences with activity leaders.  The results indicated that the model explained 11% of the variance due to changes in acceptance of diversity, (R=.11). Also, it revealed that the study participants’ experience related to the support of the activity leader was the only significant factor to predict a change in acceptance of diversity scores (β = 0.39, p <.01,).

Conclusions: Activity leaders can help foster quality experiences of student volunteers within the setting of physical activity programs for individuals with disabilities, thereby positively influencing the volunteers’ acceptance of diversity. Future research is needed to understand the mechanisms activity leaders use when providing quality experiences for volunteers to influence changes in acceptance of diversity.