Children's and Adolescents' Racial Biases about Peer Relationships

儿童和青少年对同伴关系的种族偏见

• 批准号: 0346717
• 负责人: Melanie Killen
• 金额: --
• 依托单位: University of Maryland, College Park
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-08-01 至 2007-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0346717&HistoricalAwards=false
• 关键词: Children; Adolescents; Racial; Biases; about

The goals of this project are to investigate children's intergroup bias regarding peer relationships in familiar, everyday situations. Using direct assessments, previous research has shown that children evaluate racial exclusion as wrong using moral reasons in straightforward situations (Killen, Lee-Kim, McGlothlin, & Stangor, 2002). In complex or ambiguous situations, children often use a mixture of reasons, such as group functioning or personal choice to justify exclusion. The present studies will examine the ways in which children display implicit and explicit racial biases. Studies with adults have shown that while explicit biases have diminished dramatically over 50 years, implicit biases are still quite prevalent (Dovidio & Gaertner, 1986). Most of this research has not employed measurements that are developmentally appropriate for children; nor do they assess bias in the context of peer situations. Pilot work for the present study established the reliability and validity of two assessments for investigating implicit racial bias in children using ambiguous pictures cards and perceptions of similarity measurements. These instruments will be used in the present investigation to assess children's evaluations of contexts involving cross-race peer relationships. Using the social-cognitive domain model, this research will investigate whether and how children apply racial biases to their interpretations of ambiguous picture cards with cross-race peer dyads, to their perceptions of similarity, and to their judgments about the potential for cross-race friendships. In this assessment, social encounters are depicted that reflect everyday, familiar, social contexts for children, such as situations on the playground, at the park, and in the school yard. In addition, this research will examine how the ethnic make-up of children's school environments influences the extent to which children apply racial biases to decisions about peer relationships. Further, children's implicit and explicit bias will be examined in order to understand whether children who do not demonstrate explicit bias, nonetheless, exhibit implicit biases when asked to make judgments about peer relationships.This research will investigate whether, and how, children take race into account when making decisions about peer encounters in morally-relevant peer relationship contexts. One study will focus primarily on implicit biases from children attending different schools (homogeneous and heterogeneous), and a second study will use multiple measures to understand the relationships between implicit and explicit intergroup judgments. Given that previous work has shown that different forms of social reasoning are used when evaluating peer contexts, this research will seek to determine if racial biases are brought into consideration when evaluating peer exchanges, guided by developmental social-cognitive domain theory. The knowledge resulting from this project will enable educators, school psychologists, and school professionals to develop curriculum and intervention programs to address issues of intergroup tensions, and diversity in schools in a developmentally meaningful way. Given the multicultural nature of the workforce and adult world, it is essential to facilitate children's ability to interact comfortably with individuals from diverse backgrounds; a first step towards this goal is understanding when and how children's intergroup biases manifest in various social contexts and situations, and that is the central aim of this investigation.

这个项目的目标是调查儿童在熟悉的日常情况下对同伴关系的组间偏见。使用直接评估，以前的研究表明，儿童在直接的情况下使用道德理由来评估种族排斥是错误的(Killen，Lee-Kim，McGlothlin，&Amp；Stangor，2002)。在复杂或模棱两可的情况下，儿童经常使用各种理由，如集体运作或个人选择来证明被排除在外是正当的。本研究将考察儿童表现出内隐和外显种族偏见的方式。对成年人的研究表明，尽管外显偏见在过去50年里显著减少，但内隐偏见仍然相当普遍(Dovidio&Amp；Gairtner，1986)。这项研究的大部分都没有采用适合儿童发展的测量方法，也没有在同龄人的情况下评估偏见。本研究的试点工作建立了两种评估的可靠性和效度，用于使用模棱两可的图片、卡片和对相似性测量的感知来调查儿童的内隐种族偏见。这些工具将用于本次调查，以评估儿童对涉及跨种族同伴关系的背景的评估。利用社会认知领域模型，本研究将调查儿童是否以及如何将种族偏见应用于他们对具有跨种族同伴二元的模棱两可的图片卡的解释，他们对相似性的感知，以及他们对跨种族友谊潜力的判断。在这项评估中，描述的社交接触反映了孩子们日常熟悉的社交背景，如操场上、公园里和学校操场上的情况。此外，这项研究将考察儿童学校环境的种族构成如何影响儿童在关于同伴关系的决定中应用种族偏见的程度。此外，本研究将考察儿童的内隐和外显偏见，以了解那些没有表现出外显偏见的儿童在被要求对同伴关系做出判断时是否表现出内隐偏见。本研究将调查儿童在道德相关的同伴关系背景下做出关于同伴接触的决定时是否以及如何考虑种族因素。一项研究将主要关注不同学校(同质和异质)儿童的内隐偏见，第二项研究将使用多种测量方法来理解内隐和外显群体间判断之间的关系。鉴于先前的工作已经表明，在评估同伴情境时使用了不同形式的社会推理，本研究将在发展性社会认知领域理论的指导下，试图确定在评估同伴交流时是否考虑种族偏见。该项目所产生的知识将使教育工作者、学校心理学家和学校专业人员能够制定课程和干预计划，以对发展有意义的方式解决群体间的紧张关系和学校的多样性问题。鉴于劳动力和成人世界的多元文化性质，促进儿童与来自不同背景的个人舒适互动的能力至关重要；实现这一目标的第一步是了解儿童的群体间偏见何时以及如何在各种社会背景和情况下表现出来，这是本次调查的中心目的。

项目成果

Minority children's intergroup attitudes about peer relationships

• DOI: 10.1348/026151005x26075
• 发表时间: 2005-06
• 期刊: British Journal of Development Psychology
• 作者: N. Margie;M. Killen;Stefanie Sinno;H. McGlothlin

Do Adolescents' Perceptions of Parental Racial Attitudes Relate to Their Intergroup Contact and Cross-Race Relationships?

• DOI: 10.1177/1368430208098773
• 发表时间: 2009-01-01
• 期刊: GROUP PROCESSES & INTERGROUP RELATIONS
• 影响因子: 4.4
• 作者: Edmonds, Christina;Killen, Melanie
• 通讯作者: Killen, Melanie

How social experience is related to children's intergroup attitudes

• DOI: 10.1002/ejsp.733
• 发表时间: 2010-06-01
• 期刊: EUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY
• 影响因子: 3.9
• 作者: McGlothlin, Heidi;Killen, Melanie
• 通讯作者: Killen, Melanie

Children's social and moral reasoning about exclusion

• DOI: 10.1111/j.1467-8721.2007.00470.x
• 发表时间: 2007-02-01
• 期刊: CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE
• 影响因子: 7.2
• 作者: Killen, Melanie