Beliefs about social norms and racial inequalities predict variation in the early development of racial bias

Structural explanations lead young children and adults to rectify resource inequalities

Decisions about how to divide resources have profound social and practical consequences. Do explanations regarding the source of existing inequalities influence how children and adults allocate new resources? When 3- to 6-year-old children (N = 201) learned that inequalities were caused by structural forces (stable external constraints affecting access to resources) as opposed to internal forces (effort), they rectified inequalities, overriding previously documented tendencies to perpetuate inequality or divide resources equally. Adults (N = 201) were more likely than children to rectify inequality spontaneously; this was further strengthened by a structural explanation but reversed by an effort-based explanation. Allocation behaviors were mirrored in judgments of which allocation choices by others were appropriate. These findings reveal how explanations powerfully guide social reasoning and action from childhood through adulthood.

The social aspects of illness: Children's and parents' explanations of the relation between social categories and illness in a predominantly white U.S. sample

The COVID-19 pandemic in the United States has had a disproportionate impact on Black, low-income, and elderly individuals. We recruited 175 predominantly white children ages 5-12 and their parents (N = 112) and asked which of two individuals (differing in age, gender, race, social class, or personality) was more likely to get sick with either COVID-19 or the common cold and why. Children and parents reported that older adults were more likely to get sick than younger adults, but reported few differences based on gender, race, social class, or personality. Children predominantly used behavioral explanations, but older children used more biological and structural explanations. Thus, children have some understanding of health disparities, and their understanding increases with age.

A short-form drama series created for the digital media environment: A randomised controlled trial exploring effects on girls' body satisfaction, acceptance of appearance diversity, and appearance-related internalised racism

'Edutainment' micro-interventions are a scalable public health strategy that can challenge media-related body image pressures and race- and weight- based stigma. This study evaluated the impact of viewing a brief, theoretically-informed, short-form drama episode on Black and non-Black adolescent girls' body image, acceptance of diversity of appearance (assessed by acceptance of an individual in a larger body and a Black individual), and appearance-related internalised racism (among Black girls only). The fictional drama depicted characters of diverse body sizes and race/ethnicities, with each episode focusing on a risk or protective factor for body image concerns among adolescent girls (e.g., appearance-related teasing and conversations). Participants (N = 686; 50.4 % Black, 49.6 % non-Black) aged 13-18 (Mage = 15.72 years) were randomly allocated to view either the first episode of this series (focused on social media's unrealistic appearance ideals and strategies to resist pressures) or a non-body-image-related control video. Findings revealed no significant differences in body satisfaction between conditions but significant improvements in the acceptance of appearance diversity among all girls who viewed the body image episode. Black girls who viewed this episode experienced significant improvements to appearance-related internalised racism. Edutainment micro-interventions constitute a promising avenue for promoting acceptance of appearance diversity and reducing appearance-related internalised racism.

Children can represent complex social status hierarchies: Evidence from Indonesia

Children's ethnicity-status associations are often studied in societies where one ethnic group possesses status across multiple dimensions, such as political influence and wealth. This study examined children's (6-12 years) and adults' representations of more complex hierarchies in Indonesia (N = 341; 38% Native Indonesian, 33% Chinese Indonesian, and 27% other ethnicities; 55% female, 36% male; 2021-2022), a society where ethnic groups hold distinct forms of status (on average, Native Indonesians have political influence; Chinese Indonesians have wealth). By 6.5 years, children associated Native Indonesians with political influence and Chinese Indonesians with wealth. Intersectional analyses indicated that ethnicity-status associations were stronger for male than female targets. Children of all ethnicities preferred Chinese Indonesians and preferences were predicted by wealth judgments.

The effect of group status on children's hierarchy-reinforcing beliefs

Members of advantaged groups are more likely than members of disadvantaged groups to think, feel, and behave in ways that reinforce their group's position within the hierarchy. This study examined how children's status within a group-based hierarchy shapes their beliefs about the hierarchy and the groups that comprise it in ways that reinforce the hierarchy. To do this, we randomly assigned children (4-8 years; N = 123; 75 female, 48 male; 21 Asian, 9 Black, 21 Latino/a, 1 Middle-Eastern/North-African, 14 multiracial, 41 White, 16 not-specified) to novel groups that differed in social status (advantaged, disadvantaged, neutral third-party) and assessed their beliefs about the hierarchy. Across five separate assessments, advantaged-group children were more likely to judge the hierarchy to be fair, generalizable, and wrong to challenge and were more likely to hold biased intergroup attitudes and exclude disadvantaged group members. In addition, with age, children in both the advantaged- and disadvantaged-groups became more likely to see membership in their own group as inherited, while at the same time expecting group-relevant behaviors to be determined more by the environment. With age, children also judged the hierarchy to be more unfair and expected the hierarchy to generalize across contexts. These findings provide novel insights into how children's position within hierarchies can contribute to the formation of hierarchy-reinforcing beliefs. RESEARCH HIGHLIGHTS: A total of 123 4-8-year-olds were assigned to advantaged, disadvantaged, and third-party groups within a hierarchy and were assessed on seven hierarchy-reinforcing beliefs about the hierarchy. Advantaged children were more likely to say the hierarchy was fair, generalizable, and wrong to challenge and to hold intergroup biases favoring advantaged group members. With age, advantaged- and disadvantaged-group children held more essentialist beliefs about membership in their own group, but not the behaviors associated with their group. Results suggest that advantaged group status can shape how children perceive and respond to the hierarchies they are embedded within.

Stereotypes in the classroom's air: Classroom racial stereotype endorsement, classroom engagement, and STEM achievement among Black and White American adolescents

Initiatives promoting diversity, equity, and inclusion in predominantly White contexts, including STEM fields, have primarily relied on approaches to increase the representation of minoritized individuals. However, an increase in the representation of minoritized individuals is only one step of the process, as the present study suggests that explicit beliefs about particular racial groups' abilities also matter. The present article examined whether classroom racial stereotype endorsement about science and math disadvantaged Black American adolescents relative to their White American peers. Across two longitudinal studies with 533 and 1,189 adolescents (N-adolescents = 1722; N-classrooms = 86; 45% Black American, 55% White American; 51% females; M-age = 13-14), classroom pro-White/anti-Black stereotype endorsement in the fall term predicted better science and math achievement scores for White American adolescents and lower science and math achievement scores for Black American adolescents at the end of the academic year. Student- and teacher-reported student engagement in science and math classrooms mediated the longitudinal relations between classroom pro-White/anti-Black stereotype endorsement and students' achievement scores. Results suggest that classrooms may be important conduits for communicating racial stereotypes that create racially hostile STEM learning environments. RESEARCH HIGHLIGHTS: Using a longitudinal sample of 1722 adolescents enrolled in 86 classrooms, the present study examined the consequences of classroom racial stereotype endorsement during adolescence. White American adolescents demonstrated favorable achievement scores in science and math when their classmates endorsed traditional, or pro-White/anti-Black, stereotypes. Black American adolescents showed worse achievement scores in science and math when their classmates endorsed pro-White/anti-Black stereotypes. Classroom engagement mediated the longitudinal relations between classroom pro-White/anti-Black stereotype endorsement and achievement scores for both Black and White American adolescents.

Do American children automatically encode cues to wealth?

As adults, we readily notice markers of social status and wealth and draw conclusions about individuals based on these cues. Do children do the same? Using a "Who Said What?" task across 5- to 9-year-old American children (n = 159; Mage = 7.44 years; 51.6% female, 47.2% male, 1.2% nonconforming or not provided; 59.1% White, 23.3% racial-ethnic minority, 17.6% not provided) and adults (n = 182; 84.1% female, 13.7% male, 2.2% nonconforming or not provided; 54.9% White, 44.5% racial-ethnic minority, 0.6% not provided), we found that both children and adults automatically encode (i.e., spontaneously notice and remember) occupational cues (i.e., work attire) and quantitative cues (i.e., amount of money) to wealth but that only adults automatically encode qualitative cues to wealth (i.e., car quality), suggesting developmental changes in which types of cues to wealth are most salient. Furthermore, automatic encoding in children was sensitive to contextual factors; children from communities with less affluence and higher rates of unemployment were more likely to encode some wealth cues than their peers from more affluent and employed communities. Finally, from 5 to 7 years of age, children began to draw connections between wealth cues, using occupational cues to make inferences about the quantity and quality of others' possessions. This research highlights the changing salience of wealth cues across development and suggests that even young children are likely to notice economic inequality and thus to be ready for conversations about inequality, as well as the origins of inequality, at an earlier age than previously supposed.

Embedded racism: Inequitable niche construction as a neglected evolutionary process affecting health

Racial health disparities are a pervasive feature of modern experience and structural racism is increasingly recognized as a public health crisis. Yet evolutionary medicine has not adequately addressed the racialization of health and disease, particularly the systematic embedding of social biases in biological processes leading to disparate health outcomes delineated by socially defined race. In contrast to the sheer dominance of medical publications which still assume genetic 'race' and omit mention of its social construction, we present an alternative biological framework of racialized health. We explore the unifying evolutionary-ecological principle of niche construction as it offers critical insights on internal and external biological and behavioral feedback processes environments at every level of the organization. We Integrate insights of niche construction theory in the context of human evolutionary and social history and phenotype-genotype modification, exposing the extent to which racism is an evolutionary mismatch underlying inequitable disparities in disease. We then apply ecological models of niche exclusion and exploitation to institutional and interpersonal racial constructions of population and individual health and demonstrate how discriminatory processes of health and harm apply to evolutionarily relevant disease classes and life-history processes in which socially defined race is poorly understood and evaluated. Ultimately, we call for evolutionary and biomedical scholars to recognize the salience of racism as a pathogenic process biasing health outcomes studied across disciplines and to redress the neglect of focus on research and application related to this crucial issue.

Imagination and social cognition in childhood

Imagination is a cognitive process used to generate new ideas from old, not just in the service of creativity and fantasy, but also in our ordinary thoughts about alternatives to current reality. In this article, I argue for the central function of imagination in the development of social cognition in infancy and childhood. In Section 1, I review a work showing that even in the first year of life, social cognition can be viewed through a nascent ability to imagine the physical possibilities and physical limits on action. In Section 2, I discuss how imagination of what should happen is appropriately constrained by what can happen, and how this influences children's moral evaluations. In the final section, I suggest developmental changes in imagination—especially the ability to imagine improbable events—may have implications for social inference, leading children to learn that inner motives can conflict. These examples point to a flexible and domain‐general process that operates on knowledge to make social meaning.

This article is categorized under:

Psychology > Development and Aging

Cognitive Biology > Cognitive Development

Philosophy > Knowledge and Belief

"This kid looks like he has everything": 3- to 11-year-old children's concerns for fairness and social preferences when peers differ in social class and race

This study investigated 3- to 11-year-old US children's (N = 348) perceptions of access to resources, social group preferences, and resource distribution decisions and reasoning when hypothetical peers differed in social class (poor or rich) and race (Black or White). Data were collected in 2019. The sample reflected the region where data were collected in terms of gender (44% girls, 30% boys, 1% another identity) and race and ethnicity (46% White, 10% multiracial or multiethnic, 9% Black, 5% Latinx, 2% Asian, 3% another identity), and parents reported a higher average level of education than the regional average. Results revealed both marked age differences in children's perceptions, preferences, decisions, and reasoning and specific combinations of peer group memberships that were especially likely to receive preferential treatment. With age, children perceived that rich peers had greater access to resources than poor peers, but when both peers were poor, White peers were perceived to have more resources than Black peers. Social group preferences changed with age, from mixed social class and racial group preferences, to preferences for rich peers, to dislike for rich peers. Resource allocation decisions and reasoning reflected both social group and fairness concerns: young children distributed more to White peers especially if they were also rich, participants in middle childhood explicitly favored rich peers regardless of their race, and older children distributed more to poor peers and reasoned about either moral concerns for equity or social class stereotypes. Thus, overall, younger children's responses often reflected broader economic and racial inequalities while older children often sought to create more equity, though not always for moral reasons.