Intergroup Relationships, Context, and Prejudice in Childhood

Burkholder, Amanda R.; D’Esterre, Alexander P.; Killen, Melanie

doi:10.1007/978-3-030-12228-7_6

Cited by 17 publications

(24 citation statements)

References 75 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Interestingly, late childhood is also the time when interracial friendships begin to decline (Aboud et al, 2003) and some children begin to view interracial exclusion as acceptable (Cooley et al, 2019; Killen et al, 2007). How these multiple group memberships impact children’s social decisions has recently been discussed as an important topic for empirical investigation (Burkholder, D’Esterre, et al, 2019; Rogers, 2019; Rogers et al, 2015).…”

Section: Inclusion In Childhood and Adolescencementioning

confidence: 99%

“…When children reject intergroup exclusion or support intergroup inclusion, they often use moral reasoning about fairness (Cooley et al, 2019). Further, when they condone or endorse inclusion and exclusion, reasons based on group identity, group functioning or stereotypes are often invoked (Burkholder, D’Esterre, et al, 2019). With age and increased social experience, children are more likely to consider multiple factors (such as both race and wealth status) when making predictions about social interactions (Mulvey, 2016).…”

Section: Inclusion In Childhood and Adolescencementioning

confidence: 99%

See 1 more Smart Citation

Giving priority to race or wealth in peer group contexts involving social inclusion.

Burkholder¹,

Elenbaas²,

Killen³

2021

Developmental Psychology

Self Cite

View full text Add to dashboard Cite

This study investigated children's and adolescents' predictions regarding intergroup inclusion in contexts where peers differed on two dimensions of group membership: race and wealth. African American and European American participants (N = 153; age range: 8-14 years, M age = 11.46 years) made predictions about whether afterschool clubs would prefer to include a peer based on race or wealth and reported what they personally thought should happen. Between late childhood and early adolescence, European American participants increasingly expected that afterschool clubs would include a samewealth peer (even when this peer was of a different race) whereas African American participants increasingly expected that the afterschool clubs would include a same-race peer (even when this peer was of a different level of wealth). Both European American and African American participants themselves thought that the clubs should include a same-wealth peer over a same-race peer, and with age, were increasingly likely to reference perceived comfort when explaining their decision. Future studies on the development of racial preferences will benefit from including wealth status information given that, with age, perceived comfort was associated with same-wealth rather than same-race status.

show abstract

Section: Inclusion In Childhood and Adolescencementioning

confidence: 99%

Section: Inclusion In Childhood and Adolescencementioning

confidence: 99%

Giving priority to race or wealth in peer group contexts involving social inclusion.

Burkholder¹,

Elenbaas²,

Killen³

2021

Developmental Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…In this study, the majority of the teachers stated that the students are too young to discriminate because of refugee children's race, language, culture, etc., they see everyone as children despite all differences, and it was concluded that the children do not exhibit prejudice or discrimination against refugee children unless there is a communication problem arising from language, they cooperate and share. However, when the literature is examined, it is seen that children have prejudices against children whom they define as strangers who are not from their own group (Aboud et al, 2012;Burkholder et al,2019;Raabe & Beelmann, 2011). Similarly, in the study of Mercan Uzun & Bütün (2016), preschool teachers stated that children and parents had negative attitudes towards refugee children.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Interactions between refugee and local preschool children and prejudice or discriminatory behaviors: Teachers observations

Kardeş

Kozikoğlu

2021

JPR

View full text Add to dashboard Cite

This study is designed to identify the prejudice or discriminatory behaviors towards refugee children that can be observed in children in early childhood and to determine the extent of the interaction of refugee children with other children. It is a case study which is one of the qualitative research methods. In this study, face-to-face interviews were conducted with 15 preschool teachers, who had refugee children in their class, through the semi-structured interview form developed by the researchers. Descriptive analysis was used to analyze the data. As a result of the study, it was concluded that although there is no complete integration in the classes with refugee children, children do not have any prejudice or discriminatory behaviors towards refugee children, and even Turkish children cooperate with refugee children. In the education and adaptation of refugee children, it was concluded that the failure in speaking the Turkish language is an important obstacle, and the way in which children are raised in the family and cultural differences cause disciplinary problems in refugee children in some cases. It suggests that provision in the classroom of language and adaptation training for the integration of refugee children will help to integrate the cultural differences of children into the classroom environment.

show abstract

“…Negative messages from peers, such as negative racial stereotypes, expressions of discomfort, or direct and indirect preferences for exclusion, can exacerbate prejudicial attitudes, impact ethnic‐racial identity, and discourage interracial contact (Burkholder et al., 2019; Del Toro et al., 2021). This may especially be the case for White children who are not often victims of racial discrimination and sometimes have difficulty recognizing their own biases and instances of prejudice among others (Apfelbaum et al., 2008; Brown, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Developmental psychologists have highlighted the importance of including perspectives from both White children and youth of color to capture a more comprehensive understanding of children's social reasoning and behavior (Burkholder et al., 2019; Crystal et al., 2008; Hitti et al., 2017; Roberts et al., 2017; Thijs, 2017). Studies that have included diverse samples have revealed unique perspectives based on children's racial backgrounds in their evaluations and reasoning about interracial exclusion (Killen et al., 2007; Thijs, 2017).…”

Section: Introductionmentioning

confidence: 99%

Peer and parental sources of influence regarding interracial and same‐race peer encounters

Burkholder

Glidden

Yee

et al. 2021

Journal of Social Issues

Self Cite

View full text Add to dashboard Cite

This study investigated the socializing influence of peers and parents in interracial encounters by disentangling how children and adolescents consider peer and parent messages when predicting interracial and same‐race inclusion. Black and White children (9–14 years old, N = 246) predicted the likelihood of interracial and same‐race peer inclusion when peer and parent sources of influence were present and provided justifications for their expectations. Results revealed that, while participants predicted inclusion would be less likely when parent sources of influence were present than when peer sources of influence were present, the racial composition of the encounter and the race of the participant mattered only in contexts with peer sources of influence. Participants’ reasoning about the benefits of inclusion and social pressure also differed when parent or peer sources were present. This study informs efforts to improve the quality of interracial peer interactions and programs designed to promote positive intergroup peer relationships.

show abstract

Intergroup Relationships, Context, and Prejudice in Childhood

Cited by 17 publications

References 75 publications

Giving priority to race or wealth in peer group contexts involving social inclusion.

Giving priority to race or wealth in peer group contexts involving social inclusion.

Interactions between refugee and local preschool children and prejudice or discriminatory behaviors: Teachers observations

Peer and parental sources of influence regarding interracial and same‐race peer encounters

Contact Info

Product

Resources

About