Social Reasoning About Exclusion and Rights

描述（由研究者提供）：拟定的总体目标 研究的目的是调查关于排斥的社会推理的发展 在小组成员的基础上，以及这种知识在多大程度上是 与不同社会群体成员的接触，社会身份， and experiences经验with exclusion排斥.社会心理学家已经产生了广泛的 关于陈规定型观念、偏见、歧视、社会认同的研究， 内组/外组的看法，而不检查的出现，和收购 这些现象。发展心理学家提供了大量的数据 儿童和青少年的社会和道德推理，但没有检查 关于群体间关系的推理，包括陈规定型观念， 歧视和排斥。在本提案中，我们计划调查几个 儿童和青少年关于排斥的社会推理的新维度 和权利首先，我们计划研究几种排斥的背景 （友谊、同伴群体和社会机构）以前未包括在 研究设计。其次，我们将包括来自不同种族的儿童。 （混合种族）社区和同质（全黑，全白） 来自不同的社会经济背景。三是 衡量社会和种族认同，因为它们对排斥判断产生影响。第四， 我们将用排除法和他们的判断来检查孩子们的过去历史， 关于排斥的判断的权利。这种综合 这种方法预计在理论上是重要的，并有助于 通过扩大有助于判断的因素和变量， 在道德相关的背景下，群体间的关系。知识 从这个项目中获得的资金将有助于建立发展效益， 这是由于经历了不同的学校环境， 提供一种方法来创建旨在改善 群体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.