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1.
Five‐ to 13‐year‐old European American children (N = 76) predicted characters’ decisions, emotions, and obligations in prosocial moral dilemmas. Across age, children judged that characters would feel more positive emotions helping an unfamiliar child from the racial in‐group versus out‐group (African American), happier ignoring the needs of a child from the racial out‐group versus in‐group, and greater obligation to help a child from the racial in‐group versus out‐group. Situations varied by whether the race of the needy child matched versus mismatched that of the focal character. With increasing age, children attributed more positive emotions to people who sacrifice their own desires to help needy others as well as became more discriminating about the situations that call for altruistic action.  相似文献   

2.
Adults implicitly judge people from certain social backgrounds as more “American” than others. This study tests the development of children's reasoning about nationality and social categories. Children across cultures (White and Korean American children in the United States, Korean children in South Korea) judged the nationality of individuals varying in race and language. Across cultures, 5‐ to 6‐year‐old children (N = 100) categorized English speakers as “American” and Korean speakers as “Korean” regardless of race, suggesting that young children prioritize language over race when thinking about nationality. Nine‐ and 10‐year‐olds (N = 181) attended to language and race and their nationality judgments varied across cultures. These results suggest that associations between nationality and social category membership emerge early in life and are shaped by cultural context.  相似文献   

3.
Knowledge about racism is a critical component of educational curricula and contemporary race relations. To examine children's responses to learning about racism, European American (Study 1; N= 48) and African American (Study 2; N= 69) elementary-aged children (ages 6-11) received history lessons that included information about racism experienced by African Americans (racism condition), or otherwise identical lessons that omitted this information (control condition). Children's racial attitudes and cognitive and affective responses to the lessons were assessed. Among European American children, racism condition participants showed less biased attitudes toward African Americans than control condition participants. Among African American children, attitudes did not vary by condition. Children in the two conditions showed several different cognitive and affective responses to the lessons.  相似文献   

4.
Children and adolescents (N = 153, ages 8–14 years, Mage = 11.46 years) predicted and evaluated peer exclusion in interwealth (high-wealth and low-wealth) and interracial (African American and European American) contexts. With age, participants increasingly expected high-wealth groups to be more exclusive than low-wealth groups, regardless of their depicted race. Furthermore, children evaluated interwealth exclusion less negatively than interracial exclusion, and children who identified as higher in wealth evaluated interwealth exclusion less negatively than did children who identified as lower in wealth. Children cited explicit negative stereotypes about high-wealth groups in their justifications, while rarely citing stereotypes about low-wealth groups or racial groups. Results revealed that both race and wealth are important factors that children consider when evaluating peer exclusion.  相似文献   

5.
The present study, which included 124 children ages 5–11, examined developmental antecedents and social and academic consequences of stereotype‐consciousness, defined as awareness of others’ stereotypes. Greater age and more frequent parent‐reported racial socialization practices were associated with greater likelihood of stereotype‐consciousness. Children who knew of broadly held stereotypes more often explained hypothetical negative interracial encounters between White actors and Black targets as discriminatory. In addition, among African American and Latino children who knew about broadly held stereotypes, diagnostic testing conditions led to stereotype threat effects on a standardized working memory task. Findings are discussed in terms of the contribution to our understanding of children’s developing thinking about and response to stereotypes and related phenomena.  相似文献   

6.
This study assessed whether previous findings linking early maternal employment to lower cognitive and behavioral skills among middle‐class and White children generalized to other groups. Using a representative sample of urban, low‐income, predominantly African American and Hispanic families (n = 444), ordinary least squares regression and propensity score matching models assessed links between maternal employment in the 2 years after childbearing and children’s functioning at age 7. Children whose mothers were employed early, particularly in their first 8 months, showed enhanced socioemotional functioning compared to peers whose mothers remained nonemployed. Protective associations emerged for both part‐time and full‐time employment, and were driven by African American children, with neutral effects for Hispanics. Informal home‐based child care also heightened positive links.  相似文献   

7.
Little cross‐cultural research exists on parental socialization of children's learning beliefs. The current study compared 218 conversations between European American and Taiwanese mothers and children (6–10 years) about good and poor learning. The findings support well‐documented cultural differences in learning beliefs. European Americans mentioned mental activities and positive affect more, whereas Taiwanese mentioned learning virtues and negative affect more. Mothers, especially European American, reciprocated their children's talk about mental activities, learning virtues, and negative affect. Children, especially Taiwanese, reciprocated their mother's talk about positive affect. Mothers invoked more mental activities and positive affect when discussing good learning, but more learning virtues and negative affect when discussing poor learning. These findings reveal a source of cultural differences in beliefs and potential enculturation.  相似文献   

8.
Children in the United States grow up in a context wherein colorblindness and racism coexist. This article examined how colorblindness functions as a societal “master narrative” that shapes how children construct their own racial identities. Data were collected via semi-structured interviews with 217 Black, White, and Multiracial children (Mage = 9.92) in public schools in the Pacific Northwest during 2013–2014 academic year. Our analysis identified four race narratives, which varied systematically by child age and race. Associations were also found between narrative types and children’s ratings of racial identity importance. Although colorblindness infuses many of the racial narratives, there was evidence that children also question and disrupt this master narrative with stories of resistance that counter colorblind norms.  相似文献   

9.
Five-year-old children (n = 31) watched a brief videotaped segment from a movie with their mother, discussed the movie story with her, and then retold it to an experimenter. The quality of the stories the children told was related to the scaffolding strategies used by their mothers. Children whose mothers focused their own and the children’s attention on the story, prompted the children’s memories with questions and explanations, talked about the characters’ emotions, corrected the children’s mistakes, and engaged in extended exchanges about critical topics in the story during the preparatory discussion told significantly better stories than children whose mothers did not use such strategies and children in a control group (n = 14) who did not discuss the story with their mothers. Children’s recall of objective actions in the story was most strongly predicted by joint mother-child attention, extended exchanges on critical topics, and the mother’s correction of the children’s mistakes. Children’s comprehension of characters’ internal states was most strongly predicted by the number of questions the mother asked, extended exchanges, and correction. These findings have implications for how adults can promote children’s ability to understand, remember, and narrate a story.  相似文献   

10.
There is an extensive body of work documenting the negative socioemotional and academic consequences of perceiving racial/ethnic discrimination during adolescence, but little is known about how the larger peer context conditions such effects. Using peer network data from 252 eighth graders (85% Latino, 11% African American, 5% other race/ethnicity), the present study examined the moderating role of cross‐ethnic friendships and close friends’ experiences of discrimination in the link between adolescents’ perceptions of discrimination and well‐being. Cross‐ethnic friendships and friends’ experiences of discrimination generally served a protective role, buffering the negative effects of discrimination on both socioemotional well‐being and school outcomes. Overall, results highlight the importance of considering racial/ethnic‐related aspects of adolescents’ friendships when studying interpersonal processes closely tied to race/ethnicity.  相似文献   

11.
Achievement disparities among racial groups attest to the elusiveness of the ‘science for all’ goal, an emphasis of reform efforts in the USA. One popular approach to making science accessible to all is group work. The study investigated roles attained by five African American and six European‐American eighth graders working in small, racially mixed groups. What roles did the African‐American and European‐American students attain in the small, racially mixed science groups? Did race‐associated patterns of role attainment exist? If so, what was the nature of the patterns? Roles were derived and patterns examined via the qualitative and quantitative analyses of videotaped group interactions. The findings indicated that European‐Americans attained roles more frequently than their African‐American counterparts of comparable abilities and whiteness operated in the small groups. The findings imply racial inequities in group work and the need for teachers to consider race when employing it.  相似文献   

12.
This study investigates the psycho-social characteristics of typically developing children who have siblings with autism and their sibling relationship. Children’s adjustment at school, their self-esteem and social relations, as well as their friends’ attitudes towards their autistic siblings were examined. Participants were 22 siblings of children with autism, aged 8–18?years, 22 mothers and 22 fathers. Parents provided demographic information, and completed the Strengths and Difficulties Questionnaire and the Sibling Inventory of Behaviour. Data from siblings of children with autism were based on a semi-structured interview, the Self-Perception Profile for Children and Adolescents and the Siblings Problems Questionnaire. Only few typically developing siblings of children with autism exhibit emotional and behavioural difficulties. The majority of them have a good relationship with their autistic brother or sister, although they mentioned changes in their daily routines. They also seem not to be satisfied in terms of peer acceptance skills and friendships. In addition, the results of the present study provide evidence for positive parental views on their typically developing children’s emotional and behavioural adjustment. These findings are important and need to be taken into account in order to assess functioning of all family members in families with autism spectrum children.  相似文献   

13.
The goal of this research was to examine children's implicit racial attitudes. Across three studies, a total of 359 White 5- to 12-year-olds completed child-friendly exemplar (Affective Priming Task; Affect Misattribution Procedure) and category-based (Implicit Association Test) implicit measures of racial attitudes. Younger children (5- to 8-year-olds) showed automatic ingroup positivity toward White child exemplars, whereas older children (9- to 12-year-olds) did not. Children also showed no evidence of automatic negativity toward Black exemplars, despite demonstrating consistent pro-White versus Black bias on the category-based measure. Together, the results suggest that (a) implicit ingroup and outgroup attitudes can follow distinct developmental trajectories, and (b) the spontaneous activation of implicit intergroup attitudes can depend on the salience of race.  相似文献   

14.
This qualitative study explored the intertwining relationships among the concepts of parental autonomy support, parental control, and cultural values for Mexican American families. The study was guided by the following questions: (1) What elements of parental autonomy support are identified in Mexican American parents’ involvement in their children’s academic performance? (2) How do Mexican American parents conceptualize “autonomy support” and “parental control”? Sixteen Mexican American mothers expressed their own goals and strategies for home-based parental involvement to support their adolescents’ academic performance, and responded to the prototypes of autonomy support parenting and use of psychological control. Four themes emerged from the data to explain the participants’ practice: (1) Explain the expectations for behavioral and academic pursuit through persistent “telling” and “reminding”; (2) Respond to children’s feelings from parents’ perspectives; (3) Encourage with provisions, praises, and criticisms; and (4) Allow choices upon trust in child’s sense of responsibility. Discussion is focused on how Mexican-American mothers’ conceptualization of “autonomy support” and “parental control” is influenced by the cultural values of educación and respeto. Culturally appropriate autonomy support training is suggested for effective intervention programs for Mexican-American parents.  相似文献   

15.
This study used cross‐lagged modeling to examine reciprocal relations between maternal and paternal harsh verbal discipline and adolescents’ conduct problems and depressive symptoms. Data were from a sample of 976 two‐parent families and their children (51% males; 54% European American, 40% African American). Mothers’ and fathers’ harsh verbal discipline at age 13 predicted an increase in adolescent conduct problems and depressive symptoms between ages 13 and 14. A child effect was also present, with adolescent misconduct at age 13 predicting increases in mothers’ and fathers’ harsh verbal discipline between ages 13 and 14. Furthermore, maternal and paternal warmth did not moderate the longitudinal associations between mothers’ and fathers’ use of harsh verbal discipline and adolescent conduct problems and depressive symptoms.  相似文献   

16.
Children prefer to learn from informants in consensus with one another. However, no research has examined whether this preference exists across cultures, and whether the race of the informants impacts that preference. In 2 studies, one hundred thirty‐six 4‐ to 7‐year‐old European American and Taiwanese children demonstrated a systematic preference for a consensus. Nevertheless, the initial strength and persistence of that preference depended on the racial composition of the consensus. Children's preference for consensus members belonging to the same race as themselves persisted even when only one consensus member remained to provide information. When the consensus consisted of different‐race informants, preference for the consensus was initially apparent but lost when only one member from the consensus remained with the dissenting informant.  相似文献   

17.
Cultural variation in relations and moment‐to‐moment contingencies of infant–mother person‐oriented and object‐oriented interactions were compared in 118 Japanese, Japanese American immigrant, and European American dyads with 5.5‐month‐olds. Infant and mother person‐oriented behaviors were related in all cultural groups, but infant and mother object‐oriented behaviors were related only among European Americans. Infant and mother behaviors within each modality were mutually contingent in all groups. Culture moderated lead–lag relations: Japanese infants were more likely than their mothers to respond in object‐oriented interactions; European American mothers were more likely than their infants to respond in person‐oriented interactions. Japanese American dyads behaved like European American dyads. Interactions, infant effects, and parent socialization findings are set in cultural and accultural models of infant–mother transactions.  相似文献   

18.
OBJECTIVE: Mothers' beliefs about their children's negative emotions and their emotion socialization practices were examined. DESIGN: Sixty-five African American and 137 European American mothers of 5-year-old children reported their beliefs and typical responses to children's negative emotions, and mothers' emotion teaching practices were observed. RESULTS: African American mothers reported that the display of negative emotions was less acceptable than European American mothers, and African American mothers of boys perceived the most negative social consequences for the display of negative emotions. African American mothers reported fewer supportive responses to children's negative emotions than European Americans and more nonsupportive responses to children's anger. African American mothers of boys also reported more nonsupportive responses to submissive negative emotions than African American mothers of girls. However, no differences were found by ethnicity or child gender in observed teaching about emotions. Group differences in mothers' responses to negative emotions were explained, in part, by mothers' beliefs about emotions. CONCLUSIONS: Differences in beliefs and practices may reflect African American mothers' efforts to protect their children from discrimination.  相似文献   

19.
This article focuses on Finnish children during the Second World War, looking at children from two different points of view. First, it provides information on around 70,000 children who were transferred to Sweden and Denmark; so‐called “war children”. Second, it discusses the results of a survey of Finns born between 1927 and 1938 who stayed in Finland during the war years.

The majority of “war children” lived in private homes and many of them forgot their Finnish roots; around 15,000 emigrated permanently. Many of these transferred children do not feel at home in either country. Their educational level is lower than the average Finn’s, but their health is better owing to good medical care and nutrition during the war. The Finns who spent their childhood in Finland during the war suffered from hunger. Those in the countryside had better lives than those in cities or evacuees from the war zone. The children’s nightmares faded away with time and only a minority still see tanks and bombings in their dreams.

Compared with those from other European countries, Finnish children lived well and avoided seeing the horrors of war. However, they had to work and assist non‐governmental organisations more than did English children.  相似文献   

20.
Data from a sample of 462 Mexican‐American adolescents (M = 10.4 years, SD = .55; 48.1% girls), mothers, and fathers were used to test an ethnic socialization model of ethnic identity and self‐efficacy that also considered mainstream parenting styles (e.g., authoritative parenting). Findings supported the ethnic socialization model: parents’ endorsement of Mexican‐American values were associated with ethnic socialization at fifth grade and seventh grade; maternal ethnic socialization at fifth grade and paternal ethnic socialization at seventh grade were associated with adolescents’ ethnic identity exploration at 10th grade and, in turn, self‐efficacy at 12th grade. The findings support ethnic socialization conceptions of how self‐views of ethnicity develop from childhood across adolescence in Mexican‐American children.  相似文献   

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