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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.
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Does intergroup contact increase children’s desire to play with diverse peers and reduce experiences of social exclusion?
Reducing prejudice in childhood requires changing group norms that often perpetuate prejudicial attitudes and in-group bias. Research has shown that intergroup contact is one of the most effective means to reduce prejudice. Yet little research has examined whether intergroup contact in the form of class discussions that challenge negative group norms might promote the desire to play with diverse peers. This study tested whether a classroom intervention program, Developing Inclusive Youth, which included experiences of direct and indirect contact, would increase children’s desire for contact with diverse peers and reduce reported experiences of social exclusion. A multisite randomized control trial was implemented with 983 students (502 females; 58.5% White; Mage = 9.64 years) and 48 teachers in 48 third, fourth, and fifth grade classrooms across six schools. Overall, students in the program displayed more positive expectations about play with diverse peers and fewer experiences with social exclusion. Classroom discussions involved challenging group norms that perpetuate same-group preferences. Children’s grade moderated their desire for contact with peers from some but not all social groups. This type of program may be an effective means for increasing positive, inclusive group norms in childhood, as this is a time in development when attitudes and preferences for peer friendships are forming. Increasing positive intergroup norms in the classroom creates academic learning environments that promote healthy child development
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- Award ID(s):
- 1728918
- PAR ID:
- 10532345
- Publisher / Repository:
- American Psychological Association
- Date Published:
- Journal Name:
- Peace and Conflict: Journal of Peace Psychology
- ISSN:
- 1078-1919
- Subject(s) / Keyword(s):
- social exclusion, group norms, prejudice, intergroup contact
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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The Developing Inclusive Youth program is a classroom based, individually administered video tool that depicts peer based social and racial exclusion, combined with teacher-led discussions. A multisite randomized control trial was implemented with 983 participants (502 females; 58.5% White, 41.5% Ethnic/racial minority; Mage = 9.64 years) in 48 third, fourth, and fifth grade classrooms across six schools. Children in the program were more likely to view interracial and same-race peer exclusion as wrong, associate positive traits with peers of different racial, ethnic, and gender backgrounds, and report play with peers from diverse backgrounds than were children in the control group. Many approaches are necessary to achieve antiracism in schools. This intervention is one component of this goal for developmental science.more » « less
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Abstract Early and middle adolescents' judgements and reasonings about peers who challenge exclusive and inclusive peer group norms were examined across three studies with varying intergroup contexts. Study 1 participants included (N = 199) non‐Arab American participants responding to an Arab American/non‐Arab American intergroup context. Study 2 included (N = 123) non‐Asian and (N = 105) Asian American participants responding to an Asian/non‐Asian American intergroup context. Study 3 included (N = 275) Lebanese participants responding to an American/Lebanese intergroup context. Across all three studies participants responded to ingroup and outgroup deviant group members who challenged their peer groups to either include or exclude an outgroup peer with similar interests. Findings indicated that adolescents approved of peers who challenged exclusive peer norms and advocated for inclusion of an ethnic and cultural outgroup, and disapproved of peers who challenged inclusive group norms and advocated for exclusion. Non‐Arab and non‐Asian American adolescents displayed ingroup bias when evaluating a deviant advocating for exclusion. Additionally, age differences were found among Asian American adolescents. Findings will be discussed in the light of intergroup research on those who challenge injustices.more » « less
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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
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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.more » « less
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1037/pac0000713
