1,721,023 research outputs found
Group status, outgroup ethnicity and children's ethnic attitudes
No full textThis study tested predictions drawn from social identity development theory (SIDT; [Nesdale, D. (1999a). Social identity and ethnic prejudice in children. In: P. Martin, and W. Noble (Eds.). Psychology and society (pp. 92-110). Brisbane: Australian Academic Press; Nesdale, D. (2004). Social identity processes and children's ethnic prejudice. In M. Bennett, and F. Sani (Eds.), The development of the social self. London: Psychology Press]) concerning the development of young children's ethnic attitudes. Children aged 5, 7, and 9 years (N = 149) participated in a minimal group study in which they were randomly assigned to a team that had higher or lower drawing ability than a competitor team (social status). In addition, the competitor team was revealed to be comprised of children with the same (i.e., Anglo-Australian) or different (i.e., Pacific Islander) ethnicity as their own team (outgroup ethnicity). The children subsequently rated their liking for, and similarity to, the ingroup and the outgroup, and the extent to which they wished to change groups. The results indicated that children's liking for the ingroup was unaffected by age and outgroup ethnicity, whereas liking for the outgroup increased with age and was greater for same than for different ethnicity children. The children's attitudes toward changing groups were determined by status. The extent to which the findings provide support for SIDT is discussed
Group norms, threat, and children's racial prejudice
No full textTo assess predictions from social identity development theory (SIDT; Nesdale, 2004) concerning children's ethnic/racial prejudice, 197 Anglo-Australian children ages 7 or 9 years participated in a minimal group study as a member of a team that had a norm of inclusion or exclusion. The team was threatened or not threatened by an out-group that was of the same or different race. Consistent with SIDT, prejudice was greater when the in-group had a norm of exclusion and there was threat from the out-group. Norms and threat also interacted with participant age to influence ethnic attitudes, although prejudice was greatest when the in-group had an exclusion norm and there was out-group threat. The implications of the findings for SIDT are discussed
Learning Social Attitudes: Children's Sensitivity to the Nonverbal Behaviors of Adult Models During Interracial Interactions
No full textWhite children show marked ingroup race preferences and a relative devaluation of Black people. The origin of these early interracial attitudes is to a large extent still unclear. The studies here test the possibility that preschool-aged children are particularly sensitive to the nonverbal behaviors performed by White adults during interracial interactions. In Study 1, children were shown a video displaying an interaction between a White and a Black adult. Across conditions, the White adult’s verbal
behaviors were either friendly or neutral, whereas his nonverbal behaviors showed either easiness (e.g., closeness, high eye contact) or uneasiness (e.g., distance, avoidance of eye contact). Results revealed that participants shaped their attitudes toward the Black target accordingly, independently from the White adults’ verbal behaviors. Study 2 replicated the basic findings and demonstrated that the observed effects generalized to other Black targets. Results are discussed in relation to current approaches to understanding the formation of
racial attitudes among children
Empathy, group norms and children's ethnic attitudes
No full textTwo minimal group studies (Ns = 150, 123) examined the impact of emotional empathy on the ethnic attitudes of 5 to 12-year old white Anglo-Australian children. Study 1 evaluated the relationship between empathy and attitudes towards a same (Anglo-Australian) versus different ethnicity (Pacific Islander) outgroup. A significant empathy x outgroup ethnicity interaction revealed that empathy was unrelated to the children's liking for the same ethnicity outgroup, but that liking for the different ethnicity outgroup increased as empathy increased. Study 2 examined the influence of empathy on attitudes towards the different ethnicity outgroup when the ingroup had a norm of inclusion versus exclusion. A significant empathy x group norm interaction revealed that empathy was unrelated to liking when the ingroup had a norm of exclusion, but that liking for the different ethnicity outgroup increased when the ingroup had a norm of inclusion. Implications of the findings for promoting children's positive attitudes to ethnic minority groups are discussed
Threat, group identification, and children's ethnic prejudice
No full textThis experiment tested predictions from social identity development theory (SIDT, Nesdale, 1999), that children's tendency to show out-group prejudice depends on the strength of their in-group identification and/or their perception of threat from the out-group. Anglo-Australian children (N= 480) aged 6, 7, or 9 years were assigned to a high-status team and their identification with the in-group (high vs. low) was manipulated together with threat from the out-group (present vs. absent). The members of the out-group were revealed to be of the same (Anglo-Australian) or different (Pacific Islander) ethnicity to the in-group. Results supported the SIDT predictions. In addition, consistent with socio-cognitive theory (ST, Aboud, 1988), dislike for the out-group at 6 years gave way to increasingly neutral reactions by 9 years of age. Ethnic composition of the out-group did not impact differentially on liking but it did affect the children's desire to change groups. Strongly identified children were reluctant to leave their group regardless of the ethnicity of the out-group, whereas children with low in-group identification were more willing to change into a same- than into a different-ethnicity out-group. It is concluded that both social identity and social cognitive processes are implicated in the development of prejudice in middle childhood
Effects of peer group rejection and a new group's norms on children's intergroup attitudes
No full textThis study examined the effects of peer group rejection and a new group's norms on 7- and 9-year old children's intergroup attitudes. Children (N=82) were rejected or accepted by an initial group, then accepted by a new group that had a norm of inclusion versus exclusion towards others. Results showed that rejected compared with accepted children had a more negative attitude towards the initial group, that they were equally positive towards their new group, but that the rejected children were more negative towards an outgroup. Results also revealed an age × target group × group norm effect that indicated that the younger children's attitudes towards the three groups were more negative in the exclusion versus acceptance norm condition. The older children were also more negative towards the initial and new groups in the exclusion condition, but their more positive attitudes towards the outgroup were unaffected by the group norms. The bases of the effects of peer group rejection and group norms are discussed
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Effects of in-group and out-group ethnicity on children's attitudes towards members of the in-group and out-group
No full textThis study tested predictions drawn from social identity development theory (SIDT) (Nesdale, 1999a) concerning the development of young children's ethnic attitudes. 5-7- and 9-year-old children ( N = 159) participated in a minimal group study in which they were assigned to a team which had higher drawing ability than a competitor team. The team members were revealed to be of the same (Anglo-Australian) vs. different (Pacific Islander) ethnicity (in-group ethnicity). The ethnicity of the competitor team was varied in the same way. The children subsequently rated their liking for, and similarity to, the in-group and the out-group, and the extent to which they wished to change groups. Children liked in-group members more than out-group members. Liking for in-group members was unaffected by the ethnic composition of the groups, but liking for outgroup members was reduced when the ethnic composition of the out-group differed from that of the in-group. Children felt most similar to same-group, same-ethnicity members and least similar to different ethnicity out-group members. The desire to change teams increased with age but there was no intention to align with same ethnicity individuals. The extent to which the findings provide support for SIDT is discussed
Effects of group norms on children's intentions to bully
No full textA minimal group study examined the effect of peer group norms on children's direct and indirect bullying intentions. Prior to an inter-group drawing competition, children (N = 85) aged seven and nine years were assigned to a group that had a norm of out-group dislike or out-group liking. Results indicated that, regardless of group norms, the children's attitudes were more positive towards the in-group vs. the out-group. Children's bullying intentions were greater when the in-group had a norm of out-group dislike vs. out-group liking, the children were younger rather than older, and the bullying was indirect vs. direct. A three-way interaction showed that the in-group norms had a larger effect on the younger children's direct rather than indirect bullying intentions, but a larger effect on the older children's indirect rather than direct bullying intentions. Implications for understanding school bullying intentions and behaviour are discussed
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