Andrés Millar

Bio: Andrés Millar is an academic researcher from Pontifical Catholic University of Chile. The author has contributed to research in topics: Implicit-association test & Inclusion (education). The author has an hindex of 4, co-authored 5 publications receiving 76 citations.

Promoting positive attitudes toward people with Down Syndrome: The benefit of school inclusion programs

Abstract: The effects of school inclusion programs on male and female nondisabled students’ stereotypes and attitudes toward people with Down syndrome were studied. Nondisabled students (11–15 years of age) from schools with and without inclusion programs reported positive and negative attitudes toward people with Down syndrome. As hypothesized, girls and students attending schools with inclusion programs showed more favorable attitudes toward people with Down syndrome than did boys and students attending schools without inclusion programs, respectively. Interaction effects of school system and sex of participant suggest that boys’ attitudes, in particular, benefit from inclusive schooling. The study provides evidence for the effectiveness of inclusion programs in ameliorating prejudice and intergroup anxiety; and in promoting positive attitudes, affect, and trust. Can an educational environment that includes both disabled and nondisabled students change nondisabled students’ attitudes toward disabled people? In this article, we attempt to answer this question by comparing the effects of inclusive and noninclusive school programs in Chile on attitudes toward one particular target group: people with Down syndrome.

The Category-Focus Implicit Association Test

Abstract: We propose the Category-Focus IAT (CF-IAT) as an instrument to measure the implicit associations of single concepts. The CF-IAT directs respondents' attention to a subset of the experimental materials. In a first study using the CF-IAT, Chilean adolescents (N = 49), members of either the indigenous minority (Mapuche) or the nonindigenous majority, completed CF-IATs assessing implicit attitudes toward these groups. Results revealed, in both groups, a neutral implicit evaluation of the ingroup, but a negative implicit evaluation of the outgroup. Process evidence suggests that the CF-IAT's manipulation of attentional focus was successful.

System‐perpetuating asymmetries between explicit and implicit intergroup attitudes among indigenous and non‐indigenous Chileans

Abstract: The present research demonstrates a dissociation between explicit and implicit intergroup evaluation in the reciprocal attitudes between indigenous (Mapuche) and non-indigenous Chileans. In both social groups, the explicit measures of attitudes towards the respective in-group and out-group were compared with the Implicit Association Test scores. The results indicate that the members of the low-status minority might explicitly express a moderate evaluative preference for their in-group but might implicitly devalue it. Conversely, the members of the high-status majority might implicitly devalue their out-group but might explicitly express no bias. These results are theoretically framed in terms of system justification, conventional stereotypes and motivated correction processes.

Actitudes implícitas y explícitas hacia personas con síndrome de Down: un estudio en colegios con y sin programas de integración de Chile

Abstract: ResumenLa integracion escolar puede disminuir el prejuicio entre sus miembros a traves del contacto En esta area, las investigaciones suelen utilizar medidas explicitas pero son escasas las que han usado mediciones implicitas En este articulo se pretende evaluar ambos tipos de actitudes hacia las personas con sindrome de Down (PCSD) Ochenta estudiantes chilenos entre los 11 y 15 anos, pertenecientes a colegios con y sin programas de integracion, participaron de este estudio Las actitudes implicitas fueron medidas a traves del Test de Asociacion Implicita (IAT) Los resultados mostraron que los estudiantes, independiente del sistema escolar, mostraron sesgo implicito hacia las PCSD En las actitudes explicitas, si bien ambas muestras exhibieron bajos niveles de prejuicio, en los colegios integrados se expreso menos ansiedad hacia las PCSD Finalmente, la calidad, cantidad y saliencia se asociaron con menor ansiedad y mas estereotipos positivos hacia las PCSD

Attitudes and Attitude Change

Abstract: Attitudes and attitude change remain core topics of contemporary social psychology. This selective review emphasizes work published from 2005 to 2009. It addresses constructionist and stable-entity conceptualizations of attitude, the distinction between implicit and explicit measures of attitude, and implications of the foregoing for attitude change. Associative and propositional processes in attitude change are considered at a general level and in relation to evaluative conditioning. The role of bodily states and physical perceptions in attitude change is reviewed. This is followed by an integrative perspective on processing models of persuasion and the consideration of meta-cognitions in persuasion. Finally, effects of attitudes on information processing, social memory, and behavior are highlighted. Core themes cutting across the areas reviewed are attempts at integrative theorizing bringing together formerly disparate phenomena and viewpoints.

Developmental expectations, personality stereotypes, and attitudes towards inclusive education : Community and teacher views of Down syndrome

Abstract: Knowledge about Down syndrome and attitudes towards the educational inclusion of children with Down syndrome were examined in a sample of 2,053 people from the community and a group of 538 experienced teachers. Although both groups displayed reasonably accurate knowledge about Down syndrome and its developmental consequences, they significantly underestimated the average life expectancy for a person with the syndrome. In both groups, a positive stereotype of children with Down syndrome as particularly affectionate and happy was evident. Despite recognising the educational, social, and emotional benefits of inclusive schooling, only around 20% of each group believed that the regular classroom was the best setting for children with Down syndrome. The findings suggest that accurate knowledge and positive, but realistic, expectations are important for enhancing the acceptance of individuals with disabilities within their schools and communities.

Summary of the Evidence

Abstract: 2. From 2000 to 2002 I was employed by Rotherham Metropolitan Borough Council as a Research and Development Officer working on a Home Office funded pilot under the Crime Reduction Program. The specific funding stream was under the “Tackling Prostitution: What Works?” initiative. I understand that a bid had been submitted under this initiative in 1999 by Kerry Byrne, who managed the Risky Business project and also became my line manager when I was appointed. The list of agencies and organisations who were involved in the bid are clearly shown in the bid document which is attached to this document. Although the bid was submitted by Rotherham Metropolitan Borough Council and I was subsequently employed by them, in reality this was a joint bid made by Rotherham Metropolitan Borough Council and CROP (the Coalition for the Removal of Pimping and now known as PACE). Prior to being appointed I worked as a solicitor in Yorkshire. I believe that I began my employment with Rotherham Metropolitan Borough Council as the Research and Development Officer on the Home Office pilot in or around summer 2000.