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No disabled student left behind? - Evidence from a social field experiment

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  • Deuchert, Eva

    ()

  • Kauer, Lukas

    ()

  • Liebert, Helge

    ()

  • Wuppermann, Carl

    ()

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    Abstract

    We conduct a field experiment to study if student counseling offices discriminate against disabled students based on their impairment. The offices receive randomized emails from fictitious high-school graduates, requesting information on the admission process and special accommodations to ease studying. Responses are evaluated using content analysis, allowing us to examine different theoretical mechanisms how discriminative behaviour can emerge. Results show that students with depression or dyslexia are discriminated against compared to students with physical impairments. We find no evidence for taste-based or statistical discrimination. Instead, results indicate that general information deficits about health conditions exist, leading to non-purposeful discrimination. Psychological and learning impairments are not recognized as disabilities and counselors are unaware of the limitations they entail. If discrimination translates into lower access to higher education and a lower probability to graduate, disadvantages for disabled individuals on the labor market are reinforced.

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    File URL: http://www1.vwa.unisg.ch/RePEc/usg/econwp/EWP-1336.pdf
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    Bibliographic Info

    Paper provided by University of St. Gallen, School of Economics and Political Science in its series Economics Working Paper Series with number 1336.

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    Length: 25 pages
    Date of creation: Nov 2013
    Date of revision:
    Handle: RePEc:usg:econwp:2013:36

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    Related research

    Keywords: Higher education; disability; discrimination; field experiment; content analysis;

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