The importance of social-cognitive development and the developmental context for group dynamics

Abstract

A developmental approach provides a unique vantage point for understanding the origins, acquisition, and nature of change regarding intergroup attitudes and behavior. Developmental research has focused predominantly on understanding and addressing negative intergroup attitudes and behaviors. We assert that group identity and group dynamics do not have to lead to discriminatory and prejudicial behavior but can actually contribute to an inclusive orientation. Moreover, these orientations do not occur in a vacuum but depend on the broader social context and the specific group distinctions. A broader social and cultural approach is important for understanding the implications of intergroup attitudes for healthy social development as well as the creation of a fair and just society.

The influence of group membership on young children's prosocial behaviour

“…The existing data, however, present a complex picture. Bigler, Jones and Lobliner (1997) found no moderating influence of group membership on children's helping behaviour in a novel group context [24] and Sierskma, Thijs, and Verkuyten (2014) found that there are certain situations in which older children are actually more willing to help a member of a national outgroup [25] (see [26] and [27] for more extensive reviews of this topic).…”

Secondary transfer effect among children: The role of social dominance orientation and outgroup attitudes

“…Group norms and morality considerations are in fact important factors to consider in understanding prejudice reduction in late childhood, when children display increased reliance on group norms (Abrams & Rutland, ; McGuire, Rutland, & Nesdale, ; Nesdale, Maass, Durkin, & Griffiths, ; Rutland, Cameron, Milne, & McGeorge, ; Rutland & Killen, ) or morality (Killen, Hitti, & Mulvey, ; Killen, Margie, & Sinno, ; Killen & Rizzo, ; Killen & Verkuyten, ; Rutland & Killen, ; Rutland, Killen, & Abrams, ). Morality is related to fair treatment of others, justice, respect for others’ rights and welfare.…”

Becoming us and them: Social learning and intergroup bias

“…The processes by which discriminatory behaviour is learned may be at least partially separable from the processes by which negative intergroup attitudes are learned. In principle, children could learn a discriminatory norm without having a negative attitude towards a particular group (Killen & Verkuyten, ). The role of social learning in the acquisition of discriminatory behaviour has been investigated within the context of resource distribution.…”

“…These preferences are inextricably linked with discriminatory behaviour. Young children are typically more likely to help and share with members of their own social groups (Buttelmann & Boehm, ; Killen & Verkuyten, ; Over, ) and to avoid and even betray members of other groups (Misch, Over, & Carpenter, ; Oostenbroek & Over, ). Negative stereotypes surrounding specific social groups are learned by the early school years and constrain children's estimates of their own potential (Bian, Leslie, & Cimpian, ; Liben, Bigler, & Krogh, ).…”