Intergroup processes in childhood: Social categorization and sex role development.

Powlishta, Kimberly K.

doi:10.1037/0012-1649.31.5.781

Cited by 108 publications

(110 citation statements)

References 33 publications

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“…In agreement with other studies, girls tended to be more biased than boys in the domain of gender (e.g. Powlishta, 1995;Yee and Brown, 1994). In contrast, boys tended to display more bias than girls in the ethnic domain which is confirmed by other studies (Verkuyten and Thijs, 2000).…”

Section: Discussionsupporting

confidence: 89%

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Ethnic and gender bias among Dutch and Turkish children in late childhood: The role of social context

Verkuyten

Thijs

2001

Infant and Child Development

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In this study, intergroup bias is investigated among Dutch and Turkish children (10 -13 years of age) living in the Netherlands. Children indicated their general attitudinal orientations towards boys and girls as well as towards Dutch and Turkish contemporaries. The role of social context was examined in terms of cultural and status differences between ethnic and gender categories, and also in terms of the school situation. Compared to Dutch children, the Turkish children showed less ethnic bias but more gender bias. In addition, boys showed more ethnic bias than girls, with girls indicating more gender bias. Furthermore, Turkish children had higher ethnic identification than did Dutch children, and girls had higher gender identification than boys. Key words: gender bias; group bias; interethnic Intergroup bias about gender and ethnicity are commonly found among children. In general, children have a more positive attitude towards their own gender and towards their ethnic in-group as compared to out-groups (see for reviews Milner, 1983;Aboud, 1988;Maccoby, 1988;Brown, 1995;Fishbein, 1996). Theoretically, most of the research has used cognitive development theory as a theoretical framework for examining these attitudes. These theories have extended Piaget's and Kohlberg's constructivist work on intellectual and moral development to the study of intergroup attitudes. For instance, Aboud (1988) uses a Piagetian framework for explaining the development of prejudice in children. An age-related progression in the ability to perceive and interpret ethnic stimuli and interethnic behaviours is assumed (Doyle and Aboud, 1995). Stereotyping and intergroup attitudes are seen as information-processing errors

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Section: Discussionsupporting

confidence: 89%

“…These show that intergroup processes are relevant for understanding group biases (e.g. Van Avermaet and McClintock, 1988;Yee and Brown, 1992;Powlishta, 1995;Bigler et al, 1997;Bennett et al, 1998;Rutland, 1999;Nesdale, 2000). However, most of these studies have not examined the actual normative context as such, nor the role of status and cultural differences.…”

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confidence: 94%

Ethnic and gender bias among Dutch and Turkish children in late childhood: The role of social context

Verkuyten

Thijs

2001

Infant and Child Development

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“…In addition, researchers need to integrate the study of novel groups with research on intergroup bias based on important pre-existing groups such as race (Aboud, 2003) and gender (Powlishta, 1995) to gain a full understanding of children's intergroup biases (Levy & Hughes, 2009). We found that newly created intergroup biases persist across children's interaction, yet the processes may differ for important social categories or individuals at different stages of development.…”

Section: Discussionmentioning

confidence: 99%

Intergroup bias in children: Development and persistence

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Casey

Oleson

2010

Euro J Social Psych

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Using a longitudinal approach, we examined intergroup bias based on randomly assigned novel groups in fourth-and fifthgrade children (roughly 9-11 years old) involved in an afterschool program. We investigated not only the development of intergroup bias but also its persistence over multiple weeks. Our intergroup bias measure assessed children's evaluations of group members uninvolved in the program to determine if intergroup bias could be applied beyond the immediate context. We found that children's intergroup bias toward group members outside their program developed when they were first segregated into classrooms based on their novel groupings and persisted over multiple weeks, adding to our understanding of the impact of categorization on the development and persistence of children's intergroup biases. We consider our findings both in terms of how categorization influences the development of intergroup bias and ways to use re-and cross-categorization to defeat children's intergroup biases.

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“…This could simply be due to social motivations to attend a school with the largest number of potential friends of a desired type. It is also possible, however, that students who had fewer male friends or expressed a greater desire for female friends did so out of out of a general sense of ingroup gender bias (Powlishta, 1995(Powlishta, , 2004. This bias in favor of the gender ingroup may have encouraged girls to remain at the single-sex school above and beyond their desire for female friends.…”

Section: Discussionmentioning

confidence: 99%

“…Some researchers have argued that these preferences are driven by gender differences in styles of interaction or play (Maccoby, 1998;Martin & Fabes, 2001), whereas others have argued they are driven primarily by ingroup bias (Hoffman & Powlishta, 2001;Liben & Bigler, 2002;Powlishta, 1995Powlishta, , 2004. Children show biases in favor of members of their own gender groups on a variety of measures, including peer preference, from an early age (Arthur, Bigler, Liben, Gelman, & Ruble, 2008;Martin & Ruble, 2010;Powlishta, 1995;Ruble et al, 2006). We examined the association between students' existing friendships and friendship preferences and their success in and connection to a single-sex school.…”

Section: Gender Identitymentioning

confidence: 99%

Student Characteristics Associated with Girls’ Success in a Single-sex School

Patterson

Pahlke

2010

Sex Roles

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Abstract:Given the mixed results of previous studies on the benefits of single-sex schooling, scholars have called for research on differences in the effects of single-sex schooling based on student and school characteristics. We sought to examine the associations of a range of student characteristics with attitudes and achievement among students attending an all-girls public middle school in the southwestern United States. Predictor variables included demographic factors (i.e., race, family income), prior academic achievement, gender stereotyping, and gender identity (i.e., gender typicality, peer preferences). Prior academic achievement predicted later achievement and persistence in the single-sex school. School-related stereotyping was associated with success in and connection to the single-sex school; school connection was also a significant moderator of the relation between stereotyping and academic performance. Gendertyped peer preferences were associated with school connection and persistence. Overall, results indicate that student characteristics, as well as issues of "fit" with the specific school, are associated with students' connection to and success in single-sex educational environments. . Student Characteristics Associated With Girls' Success in a Single-Sex School. Sex Roles, 65,[737][738][739][740][741][742][743][744][745][746][747][748][749][750]

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Intergroup processes in childhood: Social categorization and sex role development.

Cited by 108 publications

References 33 publications

Ethnic and gender bias among Dutch and Turkish children in late childhood: The role of social context

Ethnic and gender bias among Dutch and Turkish children in late childhood: The role of social context

Intergroup bias in children: Development and persistence

Student Characteristics Associated with Girls’ Success in a Single-sex School

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