Development of Social Attitudes in Children

Horowitz, Eugene L.; Horowitz, Ruth

doi:10.2307/2785586

Cited by 93 publications

(62 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A comparison between the present data which show clear in-group biasing in black children in the presence of a black experimenter, other findings showing ambivalent in-group attitudes in black children in the presence of a white experimenter (e.g. Aboud & Doyle, 1995;Horowitz & Horowitz, 1938), and research showing clear in-group biasing in white children in the presence of a white experimenter (e.g. Baron & Banaji, 2006;Rutland et al, 2005), points to social tuning whereby the presence of an in-group experimenter acts to facilitate implicit expressions of in-group biasing.…”

Section: Discussionsupporting

confidence: 60%

Children's implicit and explicit ethnic group attitudes, ethnic group identification, and self-esteem

Davis

Leman

Barrett

2007

International Journal of Behavioral Development

View full text Add to dashboard Cite

An increasing amount of research explores how children distinguish different aspects of ethnic group attitudes. However, little work has focused on how these aspects tie in with other social and psychological processes. In the present study, 112 black and white children aged 5-, 7- and 9-years completed tests of implicit and explicit ethnic group attitudes, racial and ethnic identification, and self-esteem. Whereas all children exhibited coherent identification with ethnicity defined in terms of family ancestry, only black children identified with ethnicity as defined by racial colour terms. There were no differences in black and white children's self-esteem. Children from both ethnic groups stereotyped only the black character. This stereotyping was stable with age. Positivity was greater towards the black than the white target on implicit and explicit tasks. Negativity towards the white target was evidenced on the implicit task. Positivity, but not stereotyping, was greater on the explicit task compared with the implicit task. Black but not white children's in-group identification was associated with implicit in-group stereotypes. Self-esteem was related to in- and out-group stereotyping and positivity for white but not black children. The implications of these results for social identity development theory and social identity theory are discussed.

show abstract

Section: Discussionsupporting

confidence: 60%

Children's implicit and explicit ethnic group attitudes, ethnic group identification, and self-esteem

Davis

Leman

Barrett

2007

International Journal of Behavioral Development

View full text Add to dashboard Cite

show abstract

“…It has been tackled on many fronts during different historical periods. The core question of racism-how it develops in people-began to appear in the research literature in the 1930's (Bogardus 1930;Dollard 1938;Horowitz and Horowitz 1938;Smith 1939) and 1940's (Cook 1947;Hartley 1944;Helgerson 1943;Powdermaker 1944;Goodman 1946). While it can be said that Clark and Clark's (1947) research methodology is inadequate compared to today's standards of research rigor, their work is still held by many scholars as seminal because it brought the topic of racism as a legitimate area of scholarly work.…”

Section: Young Children's Perceptions Of Racementioning

confidence: 96%

Racial Perceptions of Young Children: A Review of Literature Post-1999

Cristol

Gimbert

2008

Early Childhood Educ J

View full text Add to dashboard Cite

It has been argued that intervention strategies designed to reduce racial prejudice in young children have been based on weak theoretical models of racial stereotyping and prejudice with little effect on the reduction of racial bias. This paper examines the social-cognitive and intergroup scholarship post-Bigler (J Soc Issues 55 (4), [687][688][689][690][691][692][693][694][695][696][697][698][699][700][701][702][703][704][705] 1999), with an emphasis on the development of racial prejudice in young children. The purpose of this paper is not to argue for a particular theoretical approach, but to provide an overview of some of the important pieces of research. Findings indicate that social learning and cognitive development models need to be understood when implementing curriculum designed to reduce racist beliefs and attitudes in young children.

show abstract

“…Research on children's racial attitudes had begun as early as 1929 with the publication of Race Attitudes in Children by Bruno Lasker. Eugene and Ruth Horowitz (1938) and Kenneth and Mamie Clark (1939) conducted other early studies of children's racial attitudes in the 1930s. This early research was designed to describe, and not to modify, children's racial attitudes.…”

Section: Research On Children's Racial Attitudes During the Intergroumentioning

confidence: 99%

Race, Knowledge Construction, and Education in the USA: Lessons from history

Banks¹

2002

Race Ethnicity and Education

View full text Add to dashboard Cite

Development of Social Attitudes in Children

Cited by 93 publications

References 3 publications

Children's implicit and explicit ethnic group attitudes, ethnic group identification, and self-esteem

Children's implicit and explicit ethnic group attitudes, ethnic group identification, and self-esteem

Racial Perceptions of Young Children: A Review of Literature Post-1999

Race, Knowledge Construction, and Education in the USA: Lessons from history

Contact Info

Product

Resources

About