Social categorization and the formation of intergroup attitudes in children
Social categorization and the formation of intergroup attitudes in children
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DOI：
10.1111/j.1467-8624.1997.tb01956.x
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发表时间：
1997-06-01
影响因子：
4.6
通讯作者：
Lobliner, DB
中科院分区：
文献类型：
--
作者：
Bigler, RS;Jones, LC;Lobliner, DB
本研究的目的是测试几个假设来自群际理论的影响，一个新的社会类别的存在对群际态度的形成。小学生（N = 61;年龄6-9）给予分类技能和自尊的措施，并分配到3种类型的学校教室之一，其中教师：（1）基于生物属性分配的“蓝色"和”黄色"基团的功能性使用，（2）在随机抽取的基础上分配的“蓝色"和”黄色"组的功能性使用，或（3）没有明确的组（尽管存在蓝色和黄色组）。3周后，孩子们完成了组间态度和行为的测量。正如所预测的那样，颜色组的功能使用影响了儿童对组成员的态度，儿童表现出一贯的偏见，有利于自己的组。自尊水平较高的儿童表现出较高的群体间刻板印象。
The study was designed to test several hypotheses derived from intergroup theory concerning the effects of the presence of a novel social category on the formation of intergroup attitudes. Elementary school children (N = 61; aged 6-9) were given measures of classification skill and self-esteem and assigned to 1 of 3 types of school classrooms in which teachers made: (1) functional use of ''blue'' and ''yellow'' groups assigned on the basis of a biological attribute, (2) functional use of ''blue'' and ''yellow'' groups assigned on the basis of a random drawing, or (3) no explicit groups (despite the presence of blue and yellow groups). After 3 weeks, children completed measures of intergroup attitudes and behavior. As predicted, the functional use of color groups affected children's attitudes toward group members, with children showing consistent biases favoring their own group. Children with higher levels of self-esteem showed higher levels of intergroup stereotyping.