2017
DOI: 10.1016/j.appdev.2016.11.006
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Children's perceptions of social resource inequality

Abstract: Children’s perceptions of social resource inequalities were investigated by measuring spontaneous explanations for race-based disparities in access to societal resources. Fifth graders (N = 139, M = 11.14 years, SD = .61 years) viewed animated vignettes depicting hypothetical resource inequalities between institutions serving children of African-American and European-American background. Children frequently explained disparities in terms of institutions’ differing financial resources, revealing awareness that … Show more

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Cited by 23 publications
(21 citation statements)
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“…Research also indicates that children aged around 5 consider the reward distribution based on the outcomes fair (Schmidt et al, 2016). Older children, on the other hand, evaluate the inequalities in resource distribution as unfair (Elenbaas & Killen, 2017;Rizzo, Elenbaas, Vanderbilt, 2020). These findings support the results of the study suggesting that older children consider inequal source distribution both at the first case and at the transfer cases unfair.…”
Section: Discussionsupporting
confidence: 73%
“…Research also indicates that children aged around 5 consider the reward distribution based on the outcomes fair (Schmidt et al, 2016). Older children, on the other hand, evaluate the inequalities in resource distribution as unfair (Elenbaas & Killen, 2017;Rizzo, Elenbaas, Vanderbilt, 2020). These findings support the results of the study suggesting that older children consider inequal source distribution both at the first case and at the transfer cases unfair.…”
Section: Discussionsupporting
confidence: 73%
“…Few studies have investigated this possibility; however, recent research provides some evidence along these lines. For instance, older children apply their awareness of racial inequalities in broader society to address resource inequalities between peers (Elenbaas & Killen, 2016, 2017). Thus, both perceptions of inequality and moral concerns about fairness contribute to children’s judgments about the fair way to address disparities, at least when race is concerned.…”
Section: Theoretical Framework: Social Reasoning Developmental Modelmentioning
confidence: 99%
“…In terms of children's development of intersectional awareness of racism and poverty, scholars have found that both African American and European American children associate African Americans with low economic status more frequently than European Americans (Bigler et al, 2003;Elenbaas & Killen, 2016;Newheiser & Olson, 2012) and that, with age, children in both groups grow more likely to associate high economic status with European Americans (Elenbaas & Killen, 2016). Elenbaas and Killen (2017) also found that, between five and 11-years-old, African American, Latinx, and European Americans demonstrated an increasing awareness that economic disparities between people of different races are due to differential treatment (i.e., racial discrimination) that disadvantage people of color.…”
Section: Children's Intersectional Awareness Of Poverty and Racismmentioning
confidence: 99%
“…First, in light of research literature suggesting that older adolescents are more likely than younger adolescents to understand and speak to structural causes for poverty (Flanagan et al, 2014), we hypothesized that adolescents in the sample would demonstrate significant growth over time in their belief that poverty is caused by structural factors ( H 1 ). Second, given research that suggests children demonstrate a growing awareness of the effects of racism on poverty and economic inequality (Elenbaas & Killen, 2016, 2017) we hypothesized that adolescents’ changing beliefs about the structural causes of poverty would correlate significantly with changes in their awareness of both interpersonal racism and structural racism ( H 2 ). Finally, given scholarship suggesting that dialogic, experiential, and equity-focused schooling practices are associated with growth in students’ structural understandings of poverty and inequality (e.g., Hess, 2009; Nagda, Gurin, & Lopez, 2003), we hypothesized that attending a progressive schooling model emphasizing such practices would be associated with higher growth over time in adolescents’ beliefs about the structural causes of poverty than peers attending a no-excuses model ( H 3 ).…”
Section: The Current Studymentioning
confidence: 99%