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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.
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The inclusive classroom: Making schools more welcoming for all can make for a fair and just society
Children, like adults, care about the fair and equal treatment of others. At the same time, they often reject those they perceive to be different. How does this contradiction arise? And how can we help children recognize that excluding someone perceived to be different may rest on assumptions that are potentially harmful to others? This article reviews the science of prejudice and describes a new program designed to reduce prejudice and bias in childhood.
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- Award ID(s):
- 1728918
- PAR ID:
- 10534721
- Publisher / Repository:
- Nature Portfolio Springer Nature
- Date Published:
- Journal Name:
- Scientific American
- ISSN:
- 2689-6532
- Subject(s) / Keyword(s):
- inclusive classrooms prejudice bias childhood morality
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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