Social Exclusion in Childhood: A Developmental Intergroup Perspective

Killen, Melanie; Mulvey, Kelly Lynn; Hitti, Aline

doi:10.1111/cdev.12012

Cited by 211 publications

(225 citation statements)

References 80 publications

(73 reference statements)

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“…In research with three ethnically and racially diverse groups of Portuguese, Dominican, and Cambodian children who were 6 to 12 years old, children reported strong preferences to play both with peers of their own ethnic background, as well as other backgrounds, when given the choice to independently rate groups (not make a forced choice between the three; Marks, Szalacha, Lamarre, Boyd, & García Coll, 2007). Although in-group social preference is not a sufficient condition for out-group bias or prejudice, a growing body of research does indicate that in-group favoritism (or bias) can be linked with social exclusion (Killen, Mulvey, & Hitti, 2013), one of the most common forms of childhood discrimination, and may therefore be a necessary condition for prejudice and discrimination.…”

Section: Social Bases Of In-group and Out-group Behavior And Attitudesmentioning

confidence: 99%

Developmental Implications of Discrimination

Marks

Ejesi

McCullough

et al. 2015

Handbook of Child Psychology and Developmental Science

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Discrimination—the purposeful and harmful actions toward others because of their membership in a social group—can have profound effects on child and adolescent development. This chapter is concerned with mapping the literature on how perceived discrimination negatively affects a wide range of developmental processes (e.g., identity formation and prosocial behaviors) and outcomes across cognitive, physical health, socioemotional, and mental health areas. Because no such review has been written previously, we present a systematic review of this emerging body of research. We also attend to important theoretical models salient to understanding how discrimination harms children's lives, and to the social processes that may make children prone to discriminating against others. Thoughts on future research directions in this subfield accompany a discussion of the need for increased attention to the social contexts that promote discrimination in childhood and adolescence.

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Section: Social Bases Of In-group and Out-group Behavior And Attitudesmentioning

confidence: 99%

Developmental Implications of Discrimination

Marks

Ejesi

McCullough

et al. 2015

Handbook of Child Psychology and Developmental Science

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“…Ask children to find answers to given questions about dress code in schools, how children address parents and how temperature is measured in a different country Stock bookshelves with pictures and books about and authored by diverse authors. Encourage children to scan pictures and illustrations, ask questions Use dolls for role-play and as props during reading JME 9,2 competency, academic performance and cultural backgrounds place certain children at a disadvantage (Killen et al, 2013;MacNaughton and Hughes, 2006;Waasdorp et al, 2012). That is why it is very essential that teachers make earnest attempts to know their students, know their families and the communities in which they live.…”

mentioning

confidence: 99%

Cultural and functional diversity in the elementary classroom: strategies for teachers

Cousik

2015

Journal for Multicultural Education

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Purpose – This paper aims to discuss current issues and provide suggestions for solutions. Today’s classrooms across schools in the USA are increasingly diverse. This diversity encompasses students from a myriad of cultural and linguistic and backgrounds’ academic performance levels. Teacher training programs and schools are making efforts to enhance teacher knowledge in regards to this cultural and functional diversity. Problems continue to exist because it is challenging to clearly perceive the connections between the two and identify cultural basis for school performance. Design/methodology/approach – This article provides suggestions for teachers to enhance their own understanding of how cultural and ethnic diversity affects student performance and improve classroom practice in inclusive settings. Findings – The author argues there is a need for a systemic effort that encourages an ongoing debate over cultural and functional diversity, improves teacher knowledge in the area of best practices in teaching children from diverse cultural and functional backgrounds and fosters collaboration among schools and families. Originality/value – This article is an original look at teacher training for cultural and functional classroom diversity in the USA.

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“…Research using the SRD model examines the emergence of, and change in, social reasoning in the three domains. It has extended social domain theory regarding the specific foci within each domain, including attention to social exclusion, inequalities, and discrimination in the moral domain, group identity and social hierarchies in the societal domain, and mental state knowledge in the psychological domain [see Killen, Mulvey, & Hitti, 2013].…”

Section: Srd Modelmentioning

confidence: 99%

Young Children’s Ability to Recognize and Challenge Unfair Treatment of Others in Group Contexts

2018

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Although human societies provide protection from harm and enable the construction of collaborative and mutually beneficial social structures, they also pave the way for social hierarchies that deny equal treatment to certain portions of the population. Moral judgments about fairness and equality, as well as stereotypes, biases, and prejudice, emerge as early as 3 and 4 years of age. Investigating young children’s responses to the unfair treatment of others reveals that, beginning at 3–4 years of age, children often act on ingroup biases and do not yet challenge exclusion or rectify inequalities. By 5–6 years of age, however, children’s knowledge of groups, along with their understanding of others’ mental states, enables them to begin to critically evaluate unfair practices, particularly in peer contexts. These factors play a significant role in young children’s emerging ability to challenge unfair treatment of others.

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Social Exclusion in Childhood: A Developmental Intergroup Perspective

Cited by 211 publications

References 80 publications

Developmental Implications of Discrimination

Developmental Implications of Discrimination

Cultural and functional diversity in the elementary classroom: strategies for teachers

Young Children’s Ability to Recognize and Challenge Unfair Treatment of Others in Group Contexts

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