DEVELOPMENT OF GENDER AND RACE STEREOTYPES IN CHILDREN

这项建议中描述的研究是针对双重的 学龄前儿童的性别和种族图式是如何发展的 这种发展是如何受到早期行为和 社交体验。建议进行一项纵向研究，以期 评估欧洲裔美国人和非裔美国人儿童及其家庭 从儿童4 1/2-5岁开始到6岁。 这项研究是对一项几乎完成的纵向研究的后续研究，该研究始于 当他们的孩子6个月大的时候，和这些家庭在一起。因此， 拟议的数据收集与之前的数据收集相结合，将跨越 从婴儿期到正规学校的整个发展阶段 进入，这是一个年龄阶段，是形成种族和 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化的，因为无论性别 和种族图式在同一个孩子身上进行了检查，因为它 允许调查幼儿和幼儿时期的学习情况 与随后的学龄前态度和行为有关。除了……之外 这个样本，60个横截面队列的非洲裔美国人和欧洲裔美国人 儿童(及其家庭)将在3岁时接受测试，在6岁时接受60岁的测试 年龄，以评估可能的重复测试在 纵向样品。 提出了一种多维原理图模型，该模型区分了四个 性别和种族模式的组成部分，并将它们与各种 家族性变量。基于该模型，将有三个一般问题 审查：(1)了解性别的多重组成部分--和 相关的学习是在生命的前6年中获得和改变的； (2)描述种族的相似、不同和后果--和 性别图式，以及(3)评估早期发展的关系 指标、社会化经验和家庭结构变量 学龄前儿童的性别和种族态度。 因为性别和种族类别都是社会的核心 发展，拟议的数据收集将具有重要的理论意义 以及对理解自我认同发展的实际意义， 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.