Children and Society

Betz, Tanja; Kayser, Laura B.

doi:10.1177/0002764216689121

Cited by 6 publications

(2 citation statements)

References 27 publications

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“…Building on the findings of Piaget [42] and Kohlberg [43], Lerner [44] concludes that small children already have some kind of conception of what is fair and what is not cf. [45]. Individuals also then adapt this concept of justice to their adulthood.…”

Section: Socialization As a Relevant Factormentioning

confidence: 99%

The Remains of the Socialist Legacy: The Influence of Socialist Socialization on Attitudes toward Income Inequality

Ignácz

2018

Societies

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Despite convergence processes between Western and post-socialist societies in the past three decades, there are still considerable cross-country differences in individuals’ attitudes toward income inequality. To explain these differences, studies have primarily focused on the role of macro level differences and have only theoretically acknowledged how the role of diverging socialization experiences could also be responsible. To date, little is known about the importance of socialization for attitudes toward income inequality. This article assesses whether the differences between Western and post-socialist countries are influenced by socialization effects. Applying an adapted age-period-cohort analysis on the dataset of the International Social Survey Program’s (ISSP) “Social Inequality” module in survey years 1992, 1999, and 2009, the paper shows that socialization has a substantial effect on attitudes and a socialist socialization clearly differentiates individuals from post-socialist countries from Westerners. Results underline that experiences gained in formative years are crucial for attitudes. A further finding is that both perception and preferences toward income inequality are influenced by socialization.

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Section: Socialization As a Relevant Factormentioning

confidence: 99%

The Remains of the Socialist Legacy: The Influence of Socialist Socialization on Attitudes toward Income Inequality

Ignácz

2018

Societies

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“…In middle childhood, this can lead to powerful antiracist acts, or it can lead to acquiescence to norms (like not talking about race) that, by default, center on Whiteness. Indeed, from a young age, U.S. children understand and have the potential to either reproduce or dismantle racial hierarchies in the United States (Betz & Kayser, 2017; Hagerman, 2016). This begs the question: Are there ways to support children's engagement in racial justice via effective conversations about race?…”

Section: Race‐related Development Across Childhood and Evidence‐based...mentioning

confidence: 99%

Understanding the challenges and opportunities of talking to children about race and racism in child‐facing institutions

Wilton,

Sullivan,

Albuja

et al. 2023

Social Issues Policy Review

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Researchers from a range of disciplines emphasize that effectively socializing children about race and racism is vital to promoting positive outcomes, such as disrupting the development of racist attitudes and beliefs. While parents and guardians influence children's racial attitudes and beliefs, children also learn about race and racism from many other important adults in their lives, such as teachers, community leaders, and librarians. Yet race‐related topics are largely absent or underdeveloped from child‐facing programming, policies, and procedures. In this paper, we describe three major barriers to effectively socializing children about race and racism within child‐facing institutions like libraries, museums, and schools: (1) adults’ (often inaccurate) beliefs about children's social and cognitive race‐related development, (2) adults’ knowledge and comfort discussing race and racism with others, and (3) social norms that minimize explicit discussion of race and racism in institutional and interpersonal contexts. To contextualize these barriers, we address how children can process and reason about race across childhood and outline the evidence‐based benefits of socializing children about race and racism inside and outside the home. Finally, we provide recommendations aimed at translating this research to child‐focused spaces and provide general guidelines to consider when implementing such practices in their own spheres of influence. In sum, we argue that effective socialization about race and racism benefits all children and can (and should!) be achieved successfully outside of the home; and that adults who interact with children must interrogate their own beliefs, biases, and perspectives, work to develop cultural competence, and invest in and continually reassess practices and policies to facilitate effective socialization about race and racism.

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‘It’s Not Something I Can Change…’: Children’s perceptions of inequality and their agency in relation to their occupational choices

Kim

Gewirtz

2019

Child Ind Res

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Despite the increasing recognition of the significance of children's own perceptions of inequality and critical theorisations of, and much research on, the impact of inequality on human agency, there is a lack of empirical evidence on the impact of inequality on children's agency. This paper contributes to addressing this gap by exploring how children's perceptions of inequality impinge upon their perceptions of the efficacy of their agency with regard to their occupational choices. It uses questionnaire data from a sample of 862 South Korean school children aged 10-18 from diverse socioeconomic backgrounds and follow-up semi-structured interviews with 42 selected children. The findings suggest that, while most of the children held meritocratic beliefs about academic and economic inequalities, some subtle but significant relationships existed between the children's perceptions of inequality, their socioeconomic status and their perceptions of their agency. The older children were significantly more likely both to be aware of their relative academic and economic positions and to have given up a desired occupation in response to their perceptions of the inefficacy of their agency. Across the sample as a whole, in the processes by which the children adjusted their future occupational ambitions, while their socioeconomic status (especially in terms of the father's occupation) had a significant impact, the children's awareness of their relative positions, especially their economic position, showed a more pervasive and significant relationship with their likelihood of having given up a desired occupation due to having perceived the inefficacy of their agency.

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Children and Society

Cited by 6 publications

References 27 publications

The Remains of the Socialist Legacy: The Influence of Socialist Socialization on Attitudes toward Income Inequality

The Remains of the Socialist Legacy: The Influence of Socialist Socialization on Attitudes toward Income Inequality

Understanding the challenges and opportunities of talking to children about race and racism in child‐facing institutions

‘It’s Not Something I Can Change…’: Children’s perceptions of inequality and their agency in relation to their occupational choices

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