Two studies (conducted in 2013) examined whether elementary-aged children endorse a within-gender stereotype about sexualized girls. In Study 1, children (N = 208) ages 6-11 rated sexualized girls as more popular but less intelligent, athletic, and nice compared to nonsexualized girls. These distinctions were stronger for girls and older children, and in accordance with our developmental intergroup theoretical framework, were related to children's cognitive development and media exposure. Study 2 (N = 155) replicated the previous findings using more ecologically valid and realistic images of girls and further explored individual differences in the endorsement of the sexualized girl stereotype. Additional results indicated that the belief that girls should be appearance focused predicted their endorsement of the sexualized girl stereotype.

The current study examined whether children in elementary school in the United States held stereotypes and prejudicial attitudes about Arab Muslims relative to other groups. Children (n = 136), ages 6–11 (55 boys, 81 girls), were read three counterbalanced vignettes about different immigrant families who moved to the United States: one family from the Middle East with clothing markers indicating they are Muslim (e.g., hijab), one family from the Middle East without clothing markers indicating religion, and one White family from Ireland. Children's responses indicated stereotypes associating the Arab Muslim male target as more anti‐American and hostile and the Arab Muslim female target as more oppressed than others, both consistent with prevalent media stereotypes. Children's positive and negative affective intergroup attitudes were also measured, along with their attitudes about who can be an “American,” with children showing both a positivity and negativity bias against Arab Muslims. Children who had some contact with Muslims or were familiar with Islam felt more positively toward Arab Muslims than less informed children. In addition, if children perceived Arab Muslims to be prototypical “Americans,” and identified as very American themselves, they also held positive attitudes toward Arab Muslims. Implications for prejudice reduction interventions are discussed.

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Children are repeatedly bombarded by social and environmental messages about toys that are appropriate for boys and toys that are appropriate for girls. Indeed, children are encouraged to play with gender-typed toys by their parents and siblings, their peers, and the media. At times, these messages are explicit, such as when children are told, "Only girls play with dolls!" Other times, these messages are more implicit, and children infer what toys they should play with based on the examples within their environment.These explicit and implicit social messages are important because encouraging children to play with gender-specific toys is an important mechanism for socializing boys and girls to develop gender stereotypical behaviors, traits, and skills (Caldera, Huston, & O'Brien, 1989). Playing with toys is critical in how children develop enduring skills and abilities (Trawick-Smith, Russell, & Swaminathan, 2011;Vygotsky, 1967; see also Chapters 8-11, this volume). Typically, toys that are deemed appropriate for girls promote nurturance and

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