Ethnic Identifacation and Preference of British Primary School Children

Davey, A.; Mullin, P. N.

doi:10.1111/j.1469-7610.1980.tb01799.x

Cited by 24 publications

(14 citation statements)

References 18 publications

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“…These results are in accord with those of Davey and Mullin (1980) who concluded that their findings 'diminish the importance that has been attached to the phenomenon of self-rejection among minority group children' (p. 247). We replicated Davey and Mullin's (1980) finding that White girls were significantly more likely to select an other-race photograph as being most like them than were White boys. The comments made by some of the White girls in our sample (see below) and those in Davey and Mullin's study support their notion that 'they made physical or cosmetic match on the identification item' (p. 249).…”

Section: Discussionsupporting

confidence: 95%

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Ethnic preferences and perceptions among Asian and White British middle school children

Boulton

Smith

1992

Social Development

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Asian and White middle school children were shown photographs of unknown AfroCaribbean, Asian, and White individuals of approximately the same age as themselves, and asked which one was most like them, which one they would prefer to be, which ones they would prefer to engage in various activities with, and finally, to allocate positive and negative traits to the three groups or to nobody. A similar majority of both Asian and White children selected an own-race photograph as being most like them, but only about a half selected the own-race photograph as the one they would most like to be. For sharing activities, children showed a strong owngender preference, followed by an own-race preference. White children stated a greater preference for sharing activities with White children, then with AfroCaribbean children, and least with Asian children. Asian children preferred Asian and White children the most, Afro-Caribbean the least. On a stereotypes test, similar trends were obtained; White children evaluated White children highest and Asian lowest; Asian children tended to evaluate Asian children highest but to a nonsignificant extent. The relative proportion of AsianlWhite children in school appeared to have little systematic influence on the results, thus arguing against the contact hypothesis of prejudice reduction in its simple form.

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Section: Discussionsupporting

confidence: 95%

“…This finding differs from Davey and Mullin (1980) who reported that only 12% of the White children in their sample selected an other-race photograph, whereas the corresponding value here was 47%.…”

Section: Discussioncontrasting

confidence: 85%

Ethnic preferences and perceptions among Asian and White British middle school children

Boulton

Smith

1992

Social Development

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Section: Resultssupporting

confidence: 83%

“…Findings form Davey and Mullin [1980] support Williams and Davidson's findings in that, in a sample of 128 Black children, fewer than 50% made ownrace choices and preferred their race. Only 7-to 10-year-old boys demonstrated decreased proWhite preferences over time [Davey & Mullin, 1980]. Unlike Semaj [1980] and Branch and Newcombe [1986] who found a decrease in strong White preference, Davidson and Williams [2009] found that between the ages of 7 and 9 in-group attitudes about Blacks were generally negative and did not change significantly over time.…”

Section: Resultssupporting

confidence: 83%

Through the Eyes of a Child: the Development and Consequences of Racial Stereotypes in Black and White Children

Bogan¹,

Slaughter-Defoe²

2012

Racial Stereotyping and Child Development

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This chapter provides an integrated review of research conducted on the formation of racial stereotypes in Black and White children and adolescents. Specifically, the chapter outlines the developmental trajectory in which these children and adolescents formulate racial stereotypes and compares how racial stereotypes impact children and adolescents in these two racial groups psychologically and socially. It focuses on longitudinal and cross sectional studies that compare the development of children over time and point to variations in age and gender. The chapter seeks to answer three questions: Research Question # 1: What is the developmental trajectory of racial stereotypes in Black and White children? Research Question # 2: How do Black and White Children differ in the development of personal stereotypes and stereotype consciousness? Research Question # 3: What are the consequences related to the development of stereotypes in Black and White children? Results from studies reviewed reveal that Black children are disproportionately negatively impacted by the development of racial stereotypes, particularly because of their advanced awareness of broadly held stereotypes. Results showing the variation in impact give insight into factors contributing to the racial achievement gap, and implications for stereotype threat interventions.

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“…Preferences for own-race over other-race peers are evident from both verbal self-reports (such as sociometry) (Boult on & Smith, 1996;Davey & Mullin, 1980;Milner, 1983) and from direct observations in naturalistic settings (Finkelstein & Haskins, 1983;Schofield & Francis , 1982;Schofield & Sagar, 1977;Urberg & Kaplan, 1989 ). Similarly, preferences for own-gender over othergender peers have been noted from self-report (Bukowski, Gauze, Hoza, & Newcombe, 1993;Hayden-Thomson, Rubin, & Hymel, 1987 ; see also Lockhead & Klein, 1985, for a review ) and observational data Acknowledgments: Th e research reported in this paper was supported by a grant from the Economic and Social Research Council, Swindon.…”

mentioning

confidence: 98%

Partner Preferences of British Asian and White Girls and Boys on the Middle School Playground: Do They Vary As a Function of Activity?

Boulton

1996

Journal of Research in Childhood Education

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Abstra ct. A sian and Whit e girls and boys (N=54) were observed on the playground during recess in order to examine their spontaneous peer preferences. All four groups exhi bited a highly signi ficant tend ency to spend more time with own-race, own-gender peers than with any other type ofpeer. Th is result held for the three specific categories ofbehavior that were examined-"R ule Games, ""S ociable," and "Other Play "-with two exceptions (A sian boys did not spend significantly more time with other A sian boys than with Whit e boys in the categories "S ociable" and "Other Play"). Th e data were also examined to determ ine if each group ofparticipants differed in the am ount oftim e they spent with particular types ofcompanions a s a function ofthe three types ofactivity. With one exception-Whitegirls were with White boys significantly more often in "R ule Games" and "Other Play" than in "S ociable"-thi s was not found to be the case. It was argued that schools should be concerned with th e strong cleavage by race and gender during recess, and that encou ragi ng chi ld ren to spend more ti me in thos e activities in which elevated levels ofcontact with diverse peers tak es place may pro vide a useful way to reduce its occurrence.

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Ethnic Identifacation and Preference of British Primary School Children

Cited by 24 publications

References 18 publications

Ethnic preferences and perceptions among Asian and White British middle school children

Ethnic preferences and perceptions among Asian and White British middle school children

Through the Eyes of a Child: the Development and Consequences of Racial Stereotypes in Black and White Children

Partner Preferences of British Asian and White Girls and Boys on the Middle School Playground: Do They Vary As a Function of Activity?

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