Social Reasoning About Exclusion and Rights

说明(由调查员提供)：拟议的总体目标 研究是为了调查关于排斥的社会推理的发展 基于组成员身份以及这种知识在多大程度上 与接触不同社会群体的成员、社会身份、 以及被排斥的经历。社会心理学家已经产生了广泛的 关于刻板印象、偏见、歧视、社会认同和 没有检查涌现和收购的组内/组外感知 这些现象。发展心理学家提供了丰富的数据 关于儿童和青少年的社会和道德推理，但没有检验 关于群体间关系的推理，包括刻板印象， 歧视和排斥。在这项提案中，我们计划调查几个 儿童青少年关于排斥的社会推理的新维度 和权利。首先，我们计划研究几个排除的背景 (友谊、同龄人团体和社会机构)以前未包括在 研究设计。第二，我们将包括来自不同种族的孩子 (混合种族)社区和同种(全黑人、全白人) 来自不同社区和不同社会经济背景的人。第三，我们将 衡量社会和种族认同，因为它们与排斥判断有关。第四, 我们将用排斥和他们的判断来审视儿童的过去历史 关于权利与关于排斥的判决有关。这是一个综合性的 预计这种方法在理论上是重要的，并将有助于 通过扩大影响判断的因素和变量进行文献研究 关于道德相关背景下的群体间关系。《知识》 从这个项目衍生出来的将有助于建立发展效益 这是由于经历了多样化的学校环境以及 提供一种创建干预计划的手段，旨在改善 集团间的紧张关系和冲突。

DESCRIPTION (provided by investigator): The general goal of the proposed research is to investigate the development of social reasoning about exclusion on the basis of group membership, and the extent to which this knowledge is related to contact with members of different social groups, social identity, and experiences with exclusion. Social psychologists have generated extensive research on stereotypes, prejudice, discrimination, social identity, and in-group/out-group perceptions without examining the emergence, and acquisition of these phenomena. Developmental psychologists have provided a wealth of data on children's and adolescents' social and moral reasoning but have not examined reasoning about inter-group relationships, including stereotypes, discrimination, and exclusion. In this proposal, we plan to investigate several new dimensions of children's' and adolescents' social reasoning about exclusion and rights. First, we plan to examine several contexts of exclusion (friendship, peer groups, and societal institutions) not previously included in research designs. Second, we will include children from heterogeneous (mixed-ethnicity) communities and homogeneous (all-black, all-white) communities and from different socioeconomic backgrounds. Third, we will measure social and ethnic identity as they bear on exclusion judgments. Fourth, we will examine children's past history with exclusion and their judgments about rights in relation to judgments about exclusion. This integrative approach is expected to be theoretically important, and to contribute to the literature by broadening the factors and variables that contribute to judgments about inter-group relationships in morally relevant contexts. The knowledge derived from this project will help to establish the developmental benefits that accrue as a result of experiencing diverse school environments as well as to provide a means for creating intervention programs designed to ameliorate inter-group tensions and conflict.