Despite increasing advocacy for gender equality, gender prejudice and discrimination persist. The origins of these biases develop in early childhood, but it is less clear whether (1) children's gender attitudes predict discrimination and (2) gender attitudes and discrimination vary by ethnicity and US region. We examine these questions with an ethnically (Asian, Black, Latinx and White) and geographically (Northeast, Pacific Northwest, West, Southeast and Hawaii) diverse sample of 4‐ to 6‐year‐old children (
Around the globe, individuals are affected by exclusion, discrimination, and prejudice targeting individuals from racial, ethnic, and immigrant backgrounds as well as crimes based on gender, nationality, and culture (United Nations General Assembly, 2016). Unfortunately, children are often the targeted victims (Costello & Dillard, 2019). What is not widely understood is that the intergroup biases underlying systemic racism start long before adulthood with children displaying notable signs of intergroup bias, sometimes before entering grade school. Intergroup bias refers to the tendency to evaluate members of one’s own group more favorably than someone not identified with one’s group and is typically associated with prejudicial attitudes. Children are both the victims and the perpetrators of bias. In this review, we provide evidence of how biases emerge in childhood, along with an analysis of the significant role of intergroup friendships on enhancing children’s well-being and reducing prejudice in childhood. The review focuses predominantly on the context of race, with the inclusion of several other categories, such as nationality and religion. Fostering positive cross-group friendships in childhood helps to address the negative long-term consequences of racism, discrimination, and prejudice that emerges in childhood and continues through to adulthood.
more » « less- Award ID(s):
- 1728918
- NSF-PAR ID:
- 10369843
- Publisher / Repository:
- SAGE Publications
- Date Published:
- Journal Name:
- Review of General Psychology
- Volume:
- 26
- Issue:
- 3
- ISSN:
- 1089-2680
- Page Range / eLocation ID:
- p. 361-376
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
more » « less
Abstract N = 605) who completed measures of gender attitudes and discrimination in a preregistered study. Children, across groups, demonstrated more positive attitudes towards their gender ingroup. Children who showed more pro‐ingroup attitudes also showed more pro‐ingroup behavioural discrimination. Girls showed stronger ingroup favouritism than boys, but ethnic and regional groups generally did not vary in levels of bias. These findings contribute to our understanding of how gender intergroup biases develop and highlight the generalizability of these processes. -
more » « less
Incidents of prejudice and discrimination in K–12 schools have increased over the past decade around the world, including the United States. In 2018, more than two-thirds of the 2,776 U.S. educators surveyed reported witnessing a hate or bias incident in their school. Children and adolescents who experience prejudice, social exclusion, and discrimination are subject to compromised well-being and low academic achievement. Few educators feel prepared to incorporate this topic into the education curriculum. Given the long-term harm related to experiencing social exclusion and discrimination, school districts need to create positive school environments and directly address prejudice and bias. Several factors are currently undermining progress in this area. First, national debates in the United States and other countries have politicized the topic of creating fair and just school environments. Second, the COVID-19 pandemic has interrupted children's and adolescents’ education by halting academic progress which has particularly negatively affected students from marginalized and ethnic/racial minority backgrounds. Third, teachers have experienced significant stress during COVID-19 with an increase in anxiety around virtual instruction and communication with parents. Three strategies recommended to address these converging problems include creating inclusive and nondiscriminatory policies for schools, promoting opportunities for intergroup contact and mutual respect, and implementing evidence-based, developmentally appropriate education programs. It is anticipated that these strategies will help to reduce prejudice, increase ethnic and racial identity (ERI), and promote equity, fairness, and justice in school environments.
-
Abstract School represents an important context for children’s social, moral, and identity development. Research indicates that supportive teacher-student relationships are significantly related to positive student academic achievement. Unfortunately, teacher bias as well as peer exclusion based on group identity (gender, race, ethnicity, and nationality) pervade many school contexts. The presence of these biases in the classroom is negatively related to students’ academic development, especially for children who are minoritized and marginalized. Very little research has connected teacher bias and children’s reasoning about bias and inequalities in the classroom context. The classroom is a complex environment in which to examine children’s social and moral reasoning about bias, given teachers’ position of authority which often includes power, status, and prestige. We propose that understanding both teacher bias and peer intergroup exclusion are essential for promoting more fair classrooms. This paper reviews foundational theory as well as the social reasoning developmental model as a framework for studying how children think about fairness and bias in the classroom context. We then discuss current research on children’s social-cognitive and moral capacities, particularly in the contexts of societal inequality and social inclusion or exclusion. Finally, this article proposes new directions for research to promote fairness and inclusivity in schools and suggests how these new lines of research might inform school-based interventions.more » « less
-
more » « less
Abstract Ethnic–racial discrimination, the differential treatment of individuals based on ethnic or racial group membership, predicts poor mental health outcomes such as anxiety. This is supported by long-standing theories on the social determinants of health and minority stress. However, these theories are rarely expanded to neurobiological sciences, limiting our understanding of mechanisms underlying observed associations. One potential neurobiological pathway between ethnic–racial discrimination exposure and anxiety is that ongoing exposure to racially charged encounters presents imminent threats that may modify stress-sensitive neurocircuitry, like the amygdala.
The current study evaluated whether amygdala volume mediated associations between ethnic–racial discrimination exposure and anxiety symptoms in Latina girls, a group exhibiting heightened levels of untreated anxiety and disproportionately subjected to ethnic–racial discrimination.
Thirty predominantly Mexican-identifying Latina girls residing in Southern California (
M Age = 9.76,SD = 1.11 years) completed a T1-weighted structural MRI scan. Using thePerceptions of Racism in Children and Youth , participants self-reported the prevalence and severity of various discriminatory experiences. Participants also self-reported their anxiety symptoms via theScreen for Child Anxiety and Related Emotional Disorders. Controlling for total intracranial volume and annual household income, an indirect effect of ethnic–racial discrimination on anxiety symptoms via left amygdala volume was observed,β = −0.28,SE = 0.17, BC 95% CI [−0.690, −0.017]. The current findings suggest that the left amygdala is sensitive to racialized threats in childhood and that stress-related alterations may, in part, contribute to elevated anxiety in Latina girls. Our data elucidate a potential mechanism by which this form of sociocultural stress can adversely impact mental health, particularly in the transition from middle childhood to early adolescence, a period marked by a host of interlinked neurophysiological and social changes. -
Abstract Developmental perspectives on prejudice provide a fundamental and important key to the puzzle for determining how to address prejudice. Research with historically disadvantaged and advantaged groups in childhood and adolescence reveals the complexity of social cognitive and moral judgments about prejudice, discrimination, bias, and exclusion. Children are aware of status and hierarchies, and often reject the status quo. Intervention, to be effective, must happen early in development, before prejudice and stereotypes are deeply entrenched.more » « less
