“I'm from Europe, but I'm Not European”

Slavtcheva-Petkova, Vera

doi:10.1080/17482798.2012.740416

Cited by 7 publications

(6 citation statements)

References 27 publications

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“…Children in many different American contexts may receive similar cultural input about national group membership and what it means to be American in school or through popular English-language media. For instance, observing news media influences the formation of children's political attitudes and national identities (Conway, Wyckoff, Feldbaum, & Ahern, 1981;Slavtcheva-Petkova, 2013;Toivonen & Cullingford, 1997). Consequently, it is important to understand how children living outside the United States, who may have different cultural input and experiences with linguistic, ethnic, and racial diversity compared to children living in the United States, may come to hold different beliefs about nationality.…”

Section: Discussionmentioning

confidence: 99%

“American = English Speaker” Before “American = White”: The Development of Children's Reasoning About Nationality

et al. 2017

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Adults implicitly judge people from certain social backgrounds as more "American" than others. This study tests the development of children's reasoning about nationality and social categories. Children across cultures (White and Korean American children in the United States, Korean children in South Korea) judged the nationality of individuals varying in race and language. Across cultures, 5- to 6-year-old children (N = 100) categorized English speakers as "American" and Korean speakers as "Korean" regardless of race, suggesting that young children prioritize language over race when thinking about nationality. Nine- and 10-year-olds (N = 181) attended to language and race and their nationality judgments varied across cultures. These results suggest that associations between nationality and social category membership emerge early in life and are shaped by cultural context.

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Section: Discussionmentioning

confidence: 99%

“American = English Speaker” Before “American = White”: The Development of Children's Reasoning About Nationality

et al. 2017

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“…Yet, little is known about when children develop knowledge about less perceptually differentiated group distinctions, such as nationality or religion. As young as five, children have also been found to differentiate others on the basis of non-visible social categories, including religion and nationality (Barrett, Wilson, & Lyons, 2003;Diesendruck & HaLevi, 2006;Jahoda, 1962;Slavtcheva-Petkova, 2013;Reizabal, Valencia, & Barrett, 2004). And in fact, children categorize more readily based on generic category labels than shared perceptual differences (Gelman, Collman, & Maccoby, 1986).…”

Section: Children's Social Categorizationmentioning

confidence: 99%

Symbols and labels: Children's awareness of social categories in a divided society

Taylor

Dautel²,

Rylander³

2020

Journal Community Psychology

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Aims: How and when children develop an understanding of group boundaries have implications for conflict resolution. When social divisions are not perceptually distinct, symbols become particularly important. Framed by Social Identity Development Theory, this study was designed to assess children's categorization of symbols with conflict-related group labels.Method: In Northern Ireland, 218 children (M=8.14, SD = 1.83, range 5-11 years old) participated in a novel task designed for this study. The sample was evenly split by child gender and community background.Results: Children sorted symbols above chance with both the hypothesized national (i.e., British/Irish) and ethno-political (i.e., Protestant/Catholic) labels, showing a stronger association for the former. Sorting was also stronger for ingroup symbols, compared to outgroup symbols, and increased with age.Conclusion: These findings reflect the potential role that a divided social world has on the development of children's understanding of conflict-related groups. The results also have implications for intergroup relations among children in divided societies.

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“…As one boy put it, ‘Europeans were much more developed before; now we are catching up. That’s what they said on the news’ 5 …”

Section: Introductionmentioning

confidence: 84%

Europeanness versus Turkishness in a Turkish TV Sitcom: The Case of Avrupa Avrupa

Arikan¹

2016

European Review

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Juxtaposing Europeanness and Turkishness has always been a recurring theme in Turkish literature and media. In this study, an analysis of a Turkish sitcom entitled Avrupa Avrupa that was broadcast on Turkey’s only state-run TV channel is provided, focusing on how Turkishness and Europeanness are portrayed. It is found that the sitcom portrays Europeans and Turks through traditionally well-known, coarse stereotypes. It is inferred from the sitcom’s latent ideological messages that the EU may accept Turkey, although it is by no means a European country.

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“I'm from Europe, but I'm Not European”

Abstract: Original citation: Slavtcheva-Petkova, V. ( 2013). "I'm from Europe, but I'm Not European": Television and children's identities in England and Bulgaria.

Cited by 7 publications

References 27 publications

“American = English Speaker” Before “American = White”: The Development of Children's Reasoning About Nationality

“American = English Speaker” Before “American = White”: The Development of Children's Reasoning About Nationality

Symbols and labels: Children's awareness of social categories in a divided society

Europeanness versus Turkishness in a Turkish TV Sitcom: The Case of Avrupa Avrupa

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