Article

Social identities and intergroup bias in immigrant and nonimmigrant children.

Department of Psychology, University of California, Los Angeles, CA 90095-1563, USA.
Developmental Psychology (Impact Factor: 3.21). 04/2007; 43(2):496-507. DOI: 10.1037/0012-1649.43.2.496
Source: PubMed

ABSTRACT Ethnic and American identity, as well as positivity and negativity toward multiple social groups, were assessed in 392 children attending 2nd or 4th grade in various New York City neighborhoods. Children from 5 ethnic groups were recruited, including White and Black Americans, as well as recent immigrants from China, the Dominican Republic, and the former Soviet Union. For ethnic minority children, greater positivity bias (evaluating one's ingroup more positively than outgroups) was predicted by immigrant status and ethnic identity, whereas negativity bias (evaluating outgroups more negatively than one's ingroup) was associated with increased age, immigrant status, and (among 4th graders only) ethnic identity. In addition, a more central American identity was associated with less intergroup bias among ethnic minority children.

1 Bookmark
 · 
110 Views
  • [Show abstract] [Hide abstract]
    ABSTRACT: Children's evaluations of classmates with learning difficulties tend to be less positive than their evaluations of classmates without learning difficulties; but it is not clear if these evaluations are associated with age, group norms, and group identification. These associations were examined within the context of inclusive elementary school classrooms. Participants (N = 192) were asked about their attitudes and their peers' attitudes towards children with or without learning difficulties. They were also asked to evaluate fictional target children who gave biased or unbiased opinions about children with or without learning difficulties. Results showed that group identification was predicted by age and group judgment. Participants with high group identification and judgment scores in favour of children without learning difficulties were inclined to believe other children would be similarly biased. However, most participants preferred the target child who gave unbiased opinions. Theoretical and educational implications are discussed.
    Review of Social Development 02/2012; 21(1). · 1.56 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: This study investigates among ethnic minority adolescents how friendships with ethnic minority and majority group peers are related to their attitudes towards the majority outgroup.
    International Journal of Intercultural Relations 01/2015; 44:88-99. · 1.14 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: This paper provides a brief overview of recent developmental research on themes related to children's social identities. Initially, consideration is given to the capacity for social categorization, following which attention is given to children's developing conceptions of social identities, their identification with social groups, and the consequences of identification upon various phenomena such as ingroup favouritism and well-being. Finally, some personal thoughts on the wider political implications of this research are offered. Copyright © 2011 John Wiley & Sons, Ltd.
    Infant and Child Development 07/2011; 20(4). · 1.20 Impact Factor

Full-text (2 Sources)

Download
185 Downloads
Available from
Jun 2, 2014