Children's Developing Conceptions of Race

Hirschfeld, Lawrence A.

doi:10.1002/9781118269930.ch3

Cited by 39 publications

(48 citation statements)

References 53 publications

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“…Detecting these same patterns with autistic children suggests that even those children who evidence social impairments appear to have the capacity to process racial information, and that these capacities seem somewhat independent of actual social experiences. Hirschfeld (2008) concluded that these fi ndings support his notion that humans have evolved an innate capacity to be sensitive to the human social groupings that are important in society.…”

Section: Evolutionary P Erspectivesmentioning

confidence: 67%

“…Research has contradicted popular notions that children fi rst learn about the racial and ethnic categories and then develop attitudes in response to these categories (for review, see Hirschfeld, 2008 ). Instead, children appear to have nascent notions about race and ethnicity early in infancy.…”

Section: Evolutionary P Erspectivesmentioning

confidence: 99%

“…For example, young Japanese children manifest racial bias against African origin persons early in life, even though they have not had any personal contact with them (Dunham, Baron, & Banaji, 2006 ). These fi ndings may imply that evolutionary principles infl uence children ' s nascent racial and ethnic awareness (see Hirschfeld, 1994Hirschfeld, , 2008.…”

Section: Evolutionary P Erspectivesmentioning

confidence: 99%

“…Subsequent research investigations have clarifi ed if children ' s attitudes about different colors and apparent racial bias based on preference of racial groups with lighter skin complexions are translated into their interracial social behavior. Hirschfeld (2008) suggested that children appear to demonstrate a predisposition to organize their social world into social groups. He argued that there may not be an innate tendency to perceive racial groups, per se, but rather a tendency to organize into social groups, of which race and ethnicity are two of many different categories that children can use to organize their social worlds.…”

Section: Evolutionary P Erspectivesmentioning

confidence: 99%

“…acquire racial attitudes, then the ability to sort and classify others into racial categories (Hirschfeld, 2008 ), the opposite of popular notions about the development of children ' s racial cognitions.…”

mentioning

confidence: 94%

See 4 more Smart Citations

Ethnicity, Race, and Children's Social Development

Quintana

2010

The Wiley‐Blackwell Handbook of Childhood Social Development

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Section: Evolutionary P Erspectivesmentioning

confidence: 67%

Section: Evolutionary P Erspectivesmentioning

confidence: 99%

Section: Evolutionary P Erspectivesmentioning

confidence: 99%

Section: Evolutionary P Erspectivesmentioning

confidence: 99%

mentioning

confidence: 94%

See 3 more Smart Citations

Ethnicity, Race, and Children's Social Development

Quintana

2010

The Wiley‐Blackwell Handbook of Childhood Social Development

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Racial regularities: Setting‐level dynamics as a source of ethnic‐racial socialization

Hughes

Watford

2021

American J of Comm Psychol

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A substantial literature has focused on how ethnic‐racial socialization from parents shapes youths' racial identities and the meanings they attach to their own and others' racial group membership. We argue that a critically important source of information to youth about the meaning and significance of race, and therefore a key source of ethnic‐racial socialization, resides in youths' exposure to repeated patterns in the relative social experiences, opportunities, roles, and outcomes experienced by two or more racial groups across levels of the ecological environment. Drawing on Seidman's concept of a “social regularity” we propose the concept of a “racial regularity” to name, describe and define pervasive and repeated intergroup patterns that youth observe through their daily transactions across settings. Additionally, drawing from the socio‐cognitive developmental literature, we consider why and how racial regularities may inform youths' racial knowledge. Finally, we illustrate our perspective using existing ethnographies of racial dynamics in schools and neighborhoods vis‐à‐vis youths' racial knowledge.

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Talking to young children about race: Using research evidence to move the needle in early childhood educational practice and policy

Haulcy

2024

Social Policy Report

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This essay tells the story of a unique collaboration among practitioners, researchers, and policymakers to create and disseminate Early Risers, a podcast devoted to supporting racial equity in early childhood. Early Risers leverages research evidence to debunk common myths about how children learn about race. It showcases evidence‐informed practices for teaching young children about race and racism and for supporting positive racial identity. I share lessons learned about how research can educate caregivers, early childhood educators, administrators, and policymakers on the importance of creating pathways toward conversations about race and racism. Our hope is that Early Risers can serve as a model for researcher–practitioner–policymaker collaboration to innovate and “wake up” the early childhood field.

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Children's Developing Conceptions of Race

Cited by 39 publications

References 53 publications

Ethnicity, Race, and Children's Social Development

Ethnicity, Race, and Children's Social Development

Racial regularities: Setting‐level dynamics as a source of ethnic‐racial socialization

Talking to young children about race: Using research evidence to move the needle in early childhood educational practice and policy

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