Why are Older Faculty Members More Accepting of Students with Attention-deficit Hyperactivity Disorder? A Life-course Interpretation

The presence of university students in the United States with disabilities is not a new phenomenon. However, little is known about the attitudes of university faculty concerning less visible disabilities such as attention-deficit hyperactivity disorder (ADHD). Using a sample of faculty at a university in the United States (n = 136), the impact of age on faculty's acceptance of ADHD was examined. Results indicated a higher percentage of older faculty members, compared with middle-aged and younger faculty, selected ADHD as a condition worthy of special instructional accommodations. Irrespective of age of the respondents, ADHD had the lowest acceptance as a condition deserving special accommodations. Finally, fewer middle-aged and older faculty attributed difficulties experienced by a student with ADHD symptoms to “bad” character, a lack of discipline or a lack of motivation. These findings suggest more emphasis should be placed on disability-related education and training for faculty members during early stages of their careers.