Table 7 - uploaded by Martyn Barrett
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Mean affect scores (and standard deviations) towards other European people and towards Basque vs. Spanish people.
Source publication
This study investigated the development of national identification in children growing up in the Basque Country. The sample consisted of 246 children aged 6, 9, 12 and 15 years old who belonged to three linguistic subgroups: children who spoke only Basque with their parents in their home, children who spoke only Spanish in their home, and children...
Context in source publication
Context 1
... < 0.001). The means are shown in Table 7. INSERT TABLE 7 ABOUT HERE Post hoc Scheffe tests (p < 0.05) were used to explore these effects involving linguistic group. These tests revealed that the Basque speakers exhibited significantly lower affect towards other European people than the Spanish speakers and the bilinguals, and that the Spanish speakers exhibited significantly lower affect towards Basque people (and higher affect towards Spanish people) than the Basque speakers and the bilinguals. ...
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Citations
... Children exposed to diverse linguistic environments navigate membership in diverse in-groups, offering a unique perspective on language-and accent-based preferences. Studies exploring language preferences in multilingual contexts indicate that bilingual children may identify with multiple linguistic groups (Reizábal et al., 2004;Wright and Bougie, 2007;Kinzler et al., 2012;Howard et al., 2015;Byers-Heinlein et al., 2017), but exposure to multiple languages or varieties does not necessarily make children more tolerant of linguistic differences (Souza et al., 2013;Paquette-Smith et al., 2019). For instance, Xhosa-speaking children (aged 5-11) in the multilingual context of South Africa preferred speakers of Xhosa over speakers of a foreign language (French; Kinzler et al., 2012). ...
Spoken language conveys rich sociolinguistic information about a speaker’s language background. Previous research indicates that both monolingual and bilingual children use this information when making social decisions. They prefer local speakers whose accent or variety matches their own over speakers of foreign languages or second-language speakers. What remains unclear is how exposure to diverse linguistic communities affects children’s preferences for non-local accents. This study examines social preferences for a regional and a second-language accent as a function of prior exposure to diverse accents and languages, measured on a continuous scale. German-speaking primary-school children (aged 7–10) were asked to choose stickers in a forced-choice task using animated cartoon characters. We replicated the observed social preferences for one’s local accent. Interestingly, when the local accent was absent, children socially preferred a second-language accent (American) over a first-language regional accent (Bavarian), even though both accents were equally intelligible and relatively unfamiliar to the children, as determined through a sentence repetition task and a geographical classification task. Children’s choices were not explained by continuous measures of accent or bilingual exposure. The results suggest a complex interaction of various factors not limited to the speakers’ first- or second-language status.
... Anisfled and Lambert (1964) were among the first to show how 10-year-old bilingual French-English children in Canada were more prone to accepting linguistic outgroups different from their own ingroup compared to monolinguals. Similar results for younger children from the same linguistic background were presented by Byers-Heinlein and colleagues (2017) and comparable findings were also presented in different sociolinguistics landscapes (see Reizábal et al. 2004 for Basque-Spanish children). Advantages driven from exposure to more languages during childhood have been reported with respect to recognition of both regional and foreign accents (Clopper et al. 2012;Vieru et al. 2011). ...
Linguistic stereotypes emerged both in relation to
biological and social factors. Different studies have offered different
methodologies to ascertain their emergence in children or even babies.
In this paper, we present a survey on six Italian regional varieties
tested on 79 children aged from 6 to 10 years old. The survey took
place in two elementary schools and used a paper questionnaire in
which emojis were used to express different values to be associated
with different accents. Our results show that this method was reliable
for studying linguistic stereotypes, even in children with a low level of
literacy due to their age.
... While previous studies have suggested that sports fans are likely to cooperate with ingroup members (Bortolini et al., 2017), there is insufficient evidence that SIT and BGR can explain ingroup cooperation in the real world. Most of the findings on behaviour in real social groups have only examined the validity of SIT (Mummendey et al., 2001;Reizábal et al., 2004), and that has not been examined in the substitutability that ingroup cooperation will be triggered by BGR's psychological mechanism. A few previous studies investigating the validity of SIT and BGR showed that neither were supported in real social groups, such as of nationality (Makimura & Yamagishi, 2003;Mifune et al., 2007;Yamagishi et al., 2005). ...
... We find a long-standing debate in the literature around which theories could explain ingroup cooperation and the examination of the validity of each theory, primarily in laboratory experiments using the minimal group (Tajfel & Turner, 1979;Yamagishi & Mifune, 2008). Most studies have shown that validity in real social groups is supported only by SIT (Mummendey et al., 2001;Reizábal et al., 2004). However, these studies have two limitations. ...
... However, these studies have two limitations. One limitation is that ingroup cooperation was assessed not at the behavioural level, but at the evaluation level, such as a favourable personal attitude towards ingroup members (e.g., Reizábal et al., 2004). Hooligan violent behaviour has been assumed as ingroup cooperation behaviour to defend their fellow fans, but their favourable attitude towards ingroup does not necessarily lead to the behaviour of their own group. ...
We aimed to examine the external validity of social identity theory (SIT) and the bounded generalized reciprocity hypothesis (BGR) generated ingroup cooperation in real groups. Previous studies demonstrated that ingroup cooperation predicted by both theories was observed in the minimal group, whereas neither theory was supported in real groups. However, ingroup cooperation predicted by both theories was revealed among Japanese baseball fans after controlling confounding factors. Furthermore, previous studies showed that ingroup cooperation was better explained by the BGR than SIT when the cost of cooperation was high. The limitation of these studies is that ingroup cooperation was measured in terms of behavioural intention (a vignette experiment). This study employed a one-shot prisoner’s dilemma game to measure ingroup cooperation among Japanese baseball fans. The results only supported BGR, that ingroup cooperation was enhanced in situations wherein participants could expect a reciprocal relationship with their partner of the game.
... Although previous research on national belonging has primarily focused on ethnic minority adults (e.g., De Vroome et al., 2014), it is important to study it in ethnic minority youth as well. Research in Western Europe has shown that both ethnic minority and ethnic majority children start to categorize themselves as national group members by the age of 5 or 6 ( Barrett, 2002), that national identification can be reliably measured in 8-year-olds already (Oppenheimer, 2011), and that children are able to characterize their own and other national groups (Reizábal et al., 2004). Moreover, after middle childhood, the way children evaluate groups becomes increasingly context-dependent (Rutland et al., 2010), and this implies that preadolescence is an appropriate period for stimulating a positive national identity. ...
Schools can be important for the development of national belonging in students with immigrant backgrounds. Following Contact Theory and prior research on diversity norms, this cross-sectional survey study examined if intergroup contact and perceived diversity norms of teachers and classmates predicted national belonging in ethnic minority (i.e., Turkish [ n = 95], Moroccan [ n = 73], and Surinamese [ n = 15]) versus majority students ( n = 213) living in the Netherlands ( M age = 10.53 years; 50.3% female). Minority students reported less national belonging than their ethnic Dutch classmates. Multilevel analyses indicated that their national belonging was affected by the presence of ethnic Dutch classmates and the relationship with their teacher. These results indicate that minority students’ national belonging could be promoted by reducing school segregation and stimulating positive teacher-student relationships.
... A natural by-product of speaking more than one language is that children who do so identify with multiple linguistic-based social groups (Byers-Heinlein, Behrend, Said, Girgis, & Poulin-Dubois, 2017). For example, in Reiz abal, Valencia, and Barrett (2004), 6-to 15-year-old children from monolingual Spanish-or Basque-speaking households categorized themselves as belonging to their own, single-language group despite living in a bilingual community. In contrast, children of the same age who grew up speaking both languages categorized themselves as belonging to both Spanish and Basque groups. ...
There is growing interest in the role of linguistic cues (accents, dialects, language) in driving children’s social preferences. This meta‐analysis integrated 131 effect sizes involving 2,680 infants and children from 2 days old to 11 years. Overall, children prefer native‐accent, native‐dialect, and native‐language speakers over non‐native counterparts (d = 0.57). Meta‐regression highlighted that bilinguals (d = 0.93) do not exhibit less native‐speaker preference compared to monolinguals (d = 0.62). Children displayed stronger preferences based on accent (d = 1.04) than dialect (d = 0.44) and language (d = 0.39). Children’s cultural background, exposure to non‐native speech, age, and preference measure were not significant moderators. The data are discussed in light of several theoretical explanations for when and why children show linguistic‐based social preferences.
... In the present work, we investigate the relation between the ethnic and national identities of children with migration background, factors influencing these identities, and their consequences. We focus on late childhood (i.e., ages 9-10), because at this age children have developed social identities related to their ethnicity (e.g., Barrett, 2005;Bennett & Sani, 2011;Reizábal, Valencia, & Barrett, 2004). We investigate these questions in a longitudinal study in order to explore relations between variables over time. ...
... The present study focuses on 9-10-year old elementaryschool children. By this age, children have an understanding of ethnic and national groups, are able to categorize themselves into these groups, and have developed an identification with these groups (e.g., Barrett, 2005;Bennett & Sani, 2011;Reizábal et al., 2004). The ethnic and national identities of children with migration background are the basis for their later societal integration (e.g., Nguyen & Benet-Martínez, 2013). ...
How immigrants define their ethnicity and nationality is relevant for integration: They can identify with their ethnic group, the receiving society, and a combination of both. A longitudinal study with elementary-school children with migration background (N = 200; age 9–10) in Germany investigated the predictors and stability of ethnic and national identities. Ethnic identity was more highly endorsed than national identity. National and dual identities were compatible (i.e., positively related), whereas ethnic identity was compartmentalized (i.e., unrelated to national and dual identities). Contact with Germans predicted national identity over time, but not vice versa. Thus, the study contributes to a better understanding of multiple social identities of young ethnic minority children in light of social psychological theories of social identity development.
... First, individual difference variables were included that might impact children's ethnic identity and perceptions of proximal processes, such as children's age, depressive symptoms (because children with more depressive symptoms may be more negative about ethnicity, independent of school context, Yip, Seaton, & Sellers, 2006), and academic performance (because low performing students may perceive teachers to be unfair). In addition, ethnicity-based control variables were included that might impact ethnic identity more specifically, such as immigration status and preferences for Spanish (because ethnicity might be more important and positive among more recent immigrants, Ashmore et al., 2004, and among immigrants who show strong Spanish language preferences, Phinney et al., 2001;Reiz abal, Valencia, & Barrett, 2004). ...
The current study examined whether children in elementary school in the United States held stereotypes and prejudicial attitudes about Arab Muslims relative to other groups. Children (n = 136), ages 6–11 (55 boys, 81 girls), were read three counterbalanced vignettes about different immigrant families who moved to the United States: one family from the Middle East with clothing markers indicating they are Muslim (e.g., hijab), one family from the Middle East without clothing markers indicating religion, and one White family from Ireland. Children's responses indicated stereotypes associating the Arab Muslim male target as more anti-American and hostile and the Arab Muslim female target as more oppressed than others, both consistent with prevalent media stereotypes. Children's positive and negative affective intergroup attitudes were also measured, along with their attitudes about who can be an “American,” with children showing both a positivity and negativity bias against Arab Muslims. Children who had some contact with Muslims or were familiar with Islam felt more positively toward Arab Muslims than less informed children. In addition, if children perceived Arab Muslims to be prototypical “Americans,” and identified as very American themselves, they also held positive attitudes toward Arab Muslims. Implications for prejudice reduction interventions are discussed.
... Isto tako većina istraživanja provedena je na uzorcima afroameričkih obitelji u Sjedinjenim Američkim Državama, uz manji broj istraživanja provedenih s drugim manjinskim obiteljima, dok sustavnog istraživanja izvan američkoga područja nema. U Europi su posredno istraživani aspekti roditeljstva povezani s etničkom pripadnosti kao što su dječja identifikaciji s etničkom grupom s obzirom na jezik koji se govori u obitelji (Reizábal, Valencia i Barrett, 2004) ili istraživanja o povezanosti međugrupnih stavova i ponašanja djece i roditelja (npr. Ajduković i Čorkalo Biruški, 2008;Castelli, Zogmaister i Tomelleri, 2009). ...
Važan dio interakcije socijalizacijskih čimbenika djece obilježen je društvenim značenjem, stavovima i vjerovanjima o važnosti etničke pripadnosti, osobito u višeetničkim okruženjima. Dosadašnja istraživanja pretežno su se bavila obiteljskim funkcioniranjem i roditeljskim postupcima u obiteljima zapadnjačke kulture, većinskih grupa u društvu i srednjega socioekonomskog statusa. Budući da se obitelji iz manjinskih grupa suočavaju sa specifičnim izazovima zbog svoje različite povijesti, kulturnoga nasljeđa i statusa u društvu, generalizacija rezultata na te obitelji ograniče-na je. Nedostaju i istraživanja koja su se bavila obiteljskim procesima vezanim uz prenošenje poruka o grupnoj pripadnosti, i to osobito na europskom području. U radu je prikazan pregled istraživanja koja su se bavila roditeljskim postupcima u smjeru prenošenja informacija, vrijednosti, vjerovanja i stavova vezanih uz etnički identitet, odnosno etničkim odgojem. Prvo su prikazana dosadašnja teorijska razmatranja o etničkom odgoju i njegovu međuodnosu s karakteristikama i iskustvima roditelja i djece te razvojnim ishodima djece. Zatim smo se osvrnuli na ograničenja provedenih istraživanja. Naposljetku, razmotrena je važnost istraživanja etničkog odgoja za odrastanje djece u višeetničkim zajednicama u Hrvatskoj, uz pregled rezultata istraživanja o etničkom odgoju unutar etnički podijeljene zajednice grada Vukovara. Ključne riječi: etnički odgoj, kulturno specifična socijalizacija, promicanje nepovjerenja, pripremanje na pristranost, egalitarnosti.
... Установено е, че думите, които са приложени в задачата за приписване на прилагателни (на картите) и въпросите за харесване се възприемат добре от деца от различни националности [16,126,127,128,129,130,131]. ...
... Moreover, priorities in children's associations may vary depending on their local context or their explorations of their own ethnic or racial identity (Phinney, 1989(Phinney, , 1993Phinney & Tarver, 1988). For instance, among a group of children raised in the Basque Country in Spain, whether children were raised in Basque-or Spanish-speaking homes predicted whether they considered themselves to be "from Basque Country" or "from Spain," as well as the attributes (either positive or negative) that children associated with each national group (Reiz abal, Valencia, & Barrett, 2004). Thus, studying groups of children living in different social contexts is important to understand commonalities and differences in their reasoning about nationality, and how social categories may impact children's thinking. ...
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.
