Social Reasoning, Subjective Group Dynamics, and Children's Evaluations of Exclusion

社会推理、主观群体动力和儿童对排斥的评价

基本信息

  • 批准号:
    0840492
  • 负责人:
  • 金额:
    $ 42.23万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2009
  • 资助国家:
    美国
  • 起止时间:
    2009-09-01 至 2013-08-31
  • 项目状态:
    已结题

项目摘要

This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5).Research has shown that being excluded from social groups is endemic to peer interactions, relationships, and groups from early childhood through adulthood. In fact, exclusion constitutes a basic feature of group dynamics that derives from the processes underlying the development and maintenance of social groups. To preserve one's group identity, however, individuals will often exclude others who do not fit the group expectations. While developing a group identity is adaptive, exclusion based on expectations about group norms can lead to prejudicial and discriminatory outcomes. How does this process emerge in childhood? While prior research on moral reasoning has demonstrated that children evaluate exclusion from groups as wrong and unfair, other findings indicate that children display ingroup favoritism and outgroup bias in intergroup dyadic contexts. These discrepant perspectives on group inclusion and exclusion will be investigated by drawing on two complementary theoretical models in developmental social cognition. First, social cognitive domain research has generated findings regarding children's social and moral norms, and has documented the norms children use to include and exclude others and evaluate the 'act' of exclusion. Second, developmental subjective group dynamics research has documented relationships between group identity, group loyalty, and deviant norms used in group interactions, measuring judgments regarding children's evaluations of the 'target' of exclusion. The current research project will investigate how acts and targets of exclusion are evaluated in the context of intragroup and intergroup peer dynamics. Do children prefer an outgroup member (likeability of the target) who espouses a moral norm (evaluation of the act) over an ingroup member who rejects a moral norm? How do judgments about act/target relationships vary as a function of the type of norm, the age of the child, the target of exclusion, and other variables? These questions will be addressed by conducting three empirical studies in which children and adolescents at 9 and 13 years of age will be interviewed and surveyed. Three targets will serve as the focus for each study: gender, race/ethnicity, and school affiliation. A set of measures to be implemented includes children's evaluations of the act of exclusion and inclusion, favorability of the deviant target, evaluation of ingroup/outgroup relationships, and use of social and moral reasoning. These measures will be analyzed with respect to the group identity, age, gender, and ethnicity of the participants as well as to the type of social norms and group loyalty norms presented to participants for their evaluations.The broader impact of this research lies with understanding the origins of inclusion and exclusion, which reflect the foundations of moral reasoning as well as prejudice and stereotypes. When exclusion based on prejudice and stereotypes manifests in the workforce, productivity as well as positive social relationships are at risk for tension and disruption. By adulthood, biases and stereotypes are deeply entrenched and difficult to change. Thus, successful intervention must be implemented in childhood and adolescence when attitudes about ingroups and outgroups in the form of inclusion and exclusion are emerging. The basic research to be derived from this project will be disseminated to educational and media outlets as well as to educators, psychologists, social scientists, and professionals working with children and adolescents. One anticipated outcome of this project is to help address societal concerns regarding prejudice through facilitating inclusive perspectives based on fairness in the context of group dynamics and peer interactions in childhood and adolescence.
该奖项是根据2009年美国复苏和再投资法案(公法111-5)资助的。研究表明,被排除在社会群体之外是从幼儿期到成年期的同伴互动,关系和群体的地方病。事实上,排斥构成了群体动态的一个基本特征,而这种动态来自于社会群体发展和维持的基本过程。然而,为了保持自己的群体身份,个人往往会排斥那些不符合群体期望的人。虽然形成群体认同是适应性的,但基于对群体规范的期望的排斥可能导致偏见和歧视性的结果。这个过程是如何在童年出现的?虽然先前的研究表明,儿童的道德推理评价排除群体是错误的和不公平的,其他研究结果表明,儿童显示内群体的偏袒和外群体的偏见在组间的二元背景。这些不一致的观点,群体包容和排斥将通过借鉴发展社会认知的两个互补的理论模型进行研究。 首先,社会认知领域的研究已经产生了关于儿童的社会和道德规范的结果,并记录了儿童使用的规范,包括和排除他人和评估的'行为'的排斥。 第二,发展的主观群体动力学研究记录了群体身份,群体忠诚度,和偏差的规范在群体互动,测量判断儿童的评价的“目标”的排斥之间的关系。 目前的研究项目将调查如何在群体内和群体间同伴动态的背景下评估排斥行为和目标。孩子们是否更喜欢支持道德规范(对行为的评价)的外群体成员(目标的可爱性),而不是拒绝道德规范的内群体成员? 作为规范类型、儿童年龄、排除目标和其他变量的函数,对行为/目标关系的判断是如何变化的?这些问题将通过进行三项实证研究来解决,其中将对9岁和13岁的儿童和青少年进行采访和调查。 三个目标将作为每项研究的重点:性别,种族/民族和学校隶属关系。 将实施的一套措施包括儿童对排斥和包容行为的评估、偏离目标的可接受性、对内群体/外群体关系的评估以及社会和道德推理的使用。这些措施将分析方面的群体身份,年龄,性别和种族的参与者,以及类型的社会规范和群体忠诚度规范提交给参与者的评价。更广泛的影响,这项研究在于了解包容和排斥的起源,这反映了道德推理的基础,以及偏见和刻板印象。当基于偏见和陈规定型观念的排斥在劳动力中表现出来时,生产力以及积极的社会关系就有可能出现紧张和破坏。到成年时,偏见和陈规定型观念根深蒂固,难以改变。 因此,必须在儿童和青少年时期采取成功的干预措施,因为那时正在出现以包容和排斥的形式对待内部群体和外部群体的态度。该项目的基础研究成果将分发给教育和媒体机构以及教育工作者、心理学家、社会科学家和从事儿童和青少年工作的专业人员。该项目的一个预期成果是,通过在儿童和青少年时期的群体动态和同伴互动中促进基于公平的包容性观点,帮助解决社会对偏见的关切。

项目成果

期刊论文数量(20)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
When Does the In-Group Like the Out-Group? Bias Among Children as a Function of Group Norms
  • DOI:
    10.1177/0956797615572758
  • 发表时间:
    2015-06-01
  • 期刊:
  • 影响因子:
    8.2
  • 作者:
    Rutland, Adam;Hitti, Aline;Killen, Melanie
  • 通讯作者:
    Killen, Melanie
A New Social-Cognitive Developmental Perspective on Prejudice: The Interplay Between Morality and Group Identity
  • DOI:
    10.1177/1745691610369468
  • 发表时间:
    2010-05-01
  • 期刊:
  • 影响因子:
    12.6
  • 作者:
    Rutland, Adam;Killen, Melanie;Abrams, Dominic
  • 通讯作者:
    Abrams, Dominic
Challenging Gender Stereotypes: Resistance and Exclusion
  • DOI:
    10.1111/cdev.12317
  • 发表时间:
    2015-05-01
  • 期刊:
  • 影响因子:
    4.6
  • 作者:
    Mulvey, Kelly Lynn;Killen, Melanie
  • 通讯作者:
    Killen, Melanie
Development of Intra- and Intergroup Judgments in the Context of Moral and Social-Conventional Norms
  • DOI:
    10.1111/cdev.12011
  • 发表时间:
    2013-05-01
  • 期刊:
  • 影响因子:
    4.6
  • 作者:
    Killen, Melanie;Rutland, Adam;Hitti, Aline
  • 通讯作者:
    Hitti, Aline
Children rectify inequalities for disadvantaged groups.
  • DOI:
    10.1037/dev0000154
  • 发表时间:
    2016-08
  • 期刊:
  • 影响因子:
    4
  • 作者:
    Elenbaas L;Killen M
  • 通讯作者:
    Killen M
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Melanie Killen其他文献

Morally-relevant theory of mind is related to viewing gender inequalities as unacceptable
与道德相关的心理理论认为性别不平等是不可接受的
  • DOI:
    10.1016/j.cogdev.2024.101450
  • 发表时间:
    2024
  • 期刊:
  • 影响因子:
    1.8
  • 作者:
    Jacquelyn Glidden;Kathryn M. Yee;Melanie Killen
  • 通讯作者:
    Melanie Killen
Peer Dislike and Future School Adjustment in Early Adolescence: Recognizing Consequences for both Boys and Girls
  • DOI:
    10.1007/s10566-024-09836-2
  • 发表时间:
    2024-11-18
  • 期刊:
  • 影响因子:
    1.600
  • 作者:
    Lenka Kollerová;Tracy M. Sweet;Jung-Jung Lee;Lisa Bardach;Adam Klocek;Melanie Killen
  • 通讯作者:
    Melanie Killen

Melanie Killen的其他文献

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{{ truncateString('Melanie Killen', 18)}}的其他基金

Promoting Intergroup Friendships and Reducing Prejudice in Childhood
促进群体间友谊并减少童年偏见
  • 批准号:
    1728918
  • 财政年份:
    2017
  • 资助金额:
    $ 42.23万
  • 项目类别:
    Standard Grant
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
  • 财政年份:
    2004
  • 资助金额:
    $ 42.23万
  • 项目类别:
    Continuing Grant

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