Social identity and people with learning difficulties: implications for self-advocacy groups
By: Finlay, Michael.
Contributor(s): Lyons, Evanthia.
Series: Disability & Society 13 (1) 1998: 37-51.Publisher: 1998Content type: text Media type: unmediated Carrier type: volume Subject(s): LABELS | SELF ADVOCACY | SELF CONFIDENCE | SELF ESTEEM | SELF EVALUATION | SOCIALISATIONSummary: This study investigates the significance of the label 'learning difficulties' to self-descriptions and self-evaluations in a group of people with learning difficulties. Although two-thirds of the sample admitted the label when asked directly, the label was not used spontaneously in self-desciption. Furthermore, evaluations of the label were not linked to global self-esteem. However, those who denied the label as applicable to themselves felt significantly more competent. Since participants definitions of the label mostly referred to lack of competence, a clear, but limited link was illustrated between self-concept and social identity. The lack of salience of the 'learning disabled' identity to the participants was discussed with respect to implications for self-advocacy groups and collective action.Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
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Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | 9477 |
This study investigates the significance of the label 'learning difficulties' to self-descriptions and self-evaluations in a group of people with learning difficulties. Although two-thirds of the sample admitted the label when asked directly, the label was not used spontaneously in self-desciption. Furthermore, evaluations of the label were not linked to global self-esteem. However, those who denied the label as applicable to themselves felt significantly more competent. Since participants definitions of the label mostly referred to lack of competence, a clear, but limited link was illustrated between self-concept and social identity. The lack of salience of the 'learning disabled' identity to the participants was discussed with respect to implications for self-advocacy groups and collective action.
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