Believing that prejudice can change increases children's interest in interracial interactions

Pauker, Kristin; Apfelbaum, Evan P.; Dweck, Carol S.; Eberhardt, Jennifer L.

doi:10.1111/desc.13233

Cited by 13 publications

(19 citation statements)

References 73 publications

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“…Moreover, they could support children’s sense of competence and relatedness by teaching them that it is possible to control one’s prejudiced tendencies but also that everyone has those tendencies and that making mistakes in intergroup interactions does not necessarily make one a bad person (Thijs, 2022). In fact, research has children who believe that prejudice is not a fixed individual quality are more open to cross-racial interactions (Pauker et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Motivations to respond without prejudice and ethnic outgroup attitudes in late childhood: Change and stability during a single school year.

Thijs¹,

Miklikowska²,

Bosman³

2023

Developmental Psychology

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This longitudinal study (three waves across a school year) investigated the links between children’s motivations to respond without prejudice and their ethnic outgroup attitudes at the between-person level (means and changes over time) and the within-person level (time-specific fluctuations). Participants were 945 ethnic majority students (MageW1 = 9.86 years, SD = 1.21; 471 girls) from 51 grade 3–6 classrooms in the Netherlands. Children reported (increasingly) more positive outgroup attitudes when their internal motivation was structurally high (between-person effects) and temporarily high (within-person effect), and less positive attitudes when their external motivation was structurally and temporarily high. The between-person effects were independent of the ethnic composition and the antiprejudice climate of the classroom. These findings may help in developing interventions aimed at reducing prejudice in late childhood.

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Section: Discussionmentioning

confidence: 99%

Motivations to respond without prejudice and ethnic outgroup attitudes in late childhood: Change and stability during a single school year.

Thijs¹,

Miklikowska²,

Bosman³

2023

Developmental Psychology

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“…Interest is a feeling of pleasure, attention to learning, participation in learning, and the desire and awareness of learning mathematics from students in an activity. Interests can change from one time to another, from place to place (Pauker et al, 2022, Nye et al, 2021, Roberson, 2020. The relationship between students' motivation to learn mathematics and students' interest in mathematics has been studied several times (Doño & Mangila, 2021, Roche et al, 2021.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Students Assessing the Level of Difficulty Test Item on Interest and Motivation in Learning Mathematics

Rukli

Ma'rup

2022

Rand. Inter. Edu. Ling. Sci. J.

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According to Item Response Theory, the difficulty level is a characteristic of the test item. The difficulty level of the test items is a characteristic of the test items that are on a scale with the ability level parameter. However, this relationship has not been studied optimally, especially in students' interest and motivation in learning mathematics. This study examines the impact of student involvement in assessing the level of the difficulty test item on interest and motivation in learning mathematics with the approach of assessment as learning. The study involved 176 students from grade VII in SMP and MTs. High-level reasoning test items were adapted from TIMSS test items, while the interest and motivation instruments used a questionnaire. Data analysis used percentages and paired t test. The results showed the difference between before and after estimating the difficulty level test items to students' interest and motivation in learning mathematics. The interest and motivation of students in learning mathematics increased after estimating the level of difficulty of the test items. Therefore, to increase students' interest and motivation in learning mathematics, teachers can involve students in assessing the level of difficulty of the test items using the approach of assessment as learning.

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“…Introductory Video. Following established procedure (Pauker et al, 2022), children were asked to record three brief introductory videos to be evaluated by ostensible peers. To strengthen this manipulation, participants were told that their audience would be girls who were the same age or slightly older.…”

Section: Methodsmentioning

confidence: 99%

The transmission of gender stereotypes through televised patterns of nonverbal bias.

Lamer¹,

Dvorak²,

Biddle³

et al. 2022

Journal of Personality and Social Psychology

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i at Ma ¯noa One tacit assumption in social psychology is that people learn gender stereotypes from their environments. Yet, little research has examined how such learning might occur: What are the features of social environments that shape people's gender stereotypes? We propose that nonverbal patterns communicate intersubjective gender norms (i.e., what behaviors people value in women and girls vs. men and boys). Furthermore, we propose that children develop intersubjective gender norms in part because they are commonly and consistently exposed to these nonverbal patterns. Across three studies, we tested the hypotheses that (a) children are frequently exposed to a nonverbal pattern of gender-role bias in which people respond more positively to gender-stereotypical than counterstereotypical girls and boys and (b) emotionally perceptive girls extract meaning from this pattern about what behaviors others value in girls (traditionally feminine behavior) and boys (traditionally masculine behavior). Study 1 indicated that characters across 12 popular U.S. children's TV programs exhibited a small, but consistent nonverbal bias favoring gender-stereotypical TV characters. In Study 2, girls (N = 68; 6-10 years) felt more pressure to be feminine after viewing TV clips that included traditional nonverbal bias than after viewing clips that reversed this bias. As predicted, these results held only to the extent that children could accurately decode nonverbal emotion (i.e., were emotionally perceptive). Study 3 replicated these results (N = 91; 6-11 years).

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Believing that prejudice can change increases children's interest in interracial interactions

Cited by 13 publications

References 73 publications

Motivations to respond without prejudice and ethnic outgroup attitudes in late childhood: Change and stability during a single school year.

Motivations to respond without prejudice and ethnic outgroup attitudes in late childhood: Change and stability during a single school year.

The Impact of Students Assessing the Level of Difficulty Test Item on Interest and Motivation in Learning Mathematics

The transmission of gender stereotypes through televised patterns of nonverbal bias.

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