DEVELOPMENT OF GENDER AND RACE STEREOTYPES IN CHILDREN

本建议中所述的研究是针对 性别和种族图式如何在学龄前儿童中发展， 这种发展如何受到早期行为的影响， 社会化经验。 建议进行纵向研究， 评估欧洲裔美国人和非洲裔美国人的儿童及其家庭， 从4岁半到5岁一直到6岁。 拟议 这项研究是一项几乎完成的纵向研究的后续研究， 在孩子6个月大的时候和同样的家庭在一起。 因此，在本发明中， 拟议的数据收集，加上先前的数据收集，将涵盖 从婴儿期到正规学校的整个发展过程 入学，一个年龄段，这是关键的形成种族和 性别学习。 该数据集将是唯一的，因为纵向 样本是多民族和社会经济多样性，因为性别 和种族图式在同一个孩子身上进行了检查，因为它 允许调查婴儿期和幼儿期的学习 与随后的学前态度和行为有关。 除了 这个样本，60个横截面队列非洲裔美国人和欧洲裔美国人， 儿童（及其家人）将在3岁时接受测试，60岁时接受测试。 年龄，以评估可能的重复测试的影响， 纵向样本 提出了一个多维示意图模型， 性别和种族图式的组成部分，并将它们与各种 家族变量 根据该模型，将提出三个一般性问题， 审查：（1）了解性别的多个组成部分-以及 在生命的前6年获得和改变相关的学习; (2)描述种族的相似性、差异和后果， 性别图式;（3）评估早期发展的关系 指标、社会化经历和家庭结构变量， 学龄前儿童的性别和种族态度。 因为性别和种族分类都是社会 发展，建议的数据收集将有重要的理论 以及对理解自我认同发展的务实影响， 态度和未来的群体间关系。

The research described in this proposal is directed towards the dual issues of how gender and race schemas develop in preschool children and how this development has been affected by earlier behavior and socialization experiences. A longitudinal study is proposed that will assess Euro-American and African-American children and their families, beginning when the children age 4 1/2 - 5 until they are 6. The proposed study is a follow-up of an almost completed longitudinal study that began with these same families when their children were 6 months of age. Thus, the proposed data collection, combined with the earlier one, will span the entire developmental range from infancy through formal school entrance, an age period that is pivotal in the formation of race and gender learning. This data set will be unique because the longitudinal sample is multiethnic and socioeconomically diverse, because both gender and race schemas are examined in the same children, and because it permits investigation of how learning in the infancy and toddler periods relates to subsequent preschool attitudes and behaviors. In addition to this sample, 60 cross-sectional cohort African-American and Euro-American children (and their families) will be tested at 3, and 60 at 6 years of age, in order to assess possible repeated-testing effects in the longitudinal sample. A multidimensional schematic model is proposed that differentiates four components of gender- and race-schemas, and relates them to a variety of familial variables. Based upon the model, three general issues will be examined: (1) understanding how the multiple components of gender- and related learning are acquired and change over the first 6 years of life; (2) delineating similarities, differences and consequences of race- and gender-schemas, and (3) assessing the relation of early developmental indicators, socialization experiences, and family structure variables to preschoolers' gender and racial attitudes. Because gender and race categories are both central to social development, the proposed data collection will have important theoretical and pragmatic implications for understanding self-identify development, attitudes and future intergroup relations.