EVIDENCE CONCERNING THE GENESIS OF INTERRACIAL ATTITUDES<sup>1</sup>

Goodman, Mary Ellen

doi:10.1525/aa.1946.48.4.02a00080

Cited by 26 publications

(18 citation statements)

References 5 publications

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“…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: 99%

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

Cristol

Gimbert

2008

Early Childhood Educ J

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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.

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Section: Young Children's Perceptions Of Racementioning

confidence: 99%

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

Cristol

Gimbert

2008

Early Childhood Educ J

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“…As noted earlier, racial cleavage tends not to occur until later in middle childhood (e.g., Brand et al, 1974;Proshansky, 1966; see also Lambert & Taguchi, 1956). Furthermore, although there are few observational studies of young children's actual play behavior in multiracial settings, there is little evidence of a systematic relationship between play partner preferences and race (e.g., Fishbein & Imai, 1993;Goodman, 1946), with one notable exception. Finkelstein and Haskins (1983) reported that 5-year-old White and Black children revealed clear preferences for same-color peers when they entered kindergarten and that this tendency increased during the ensuing year.…”

Section: Language and Children's Ethnic Prejudicementioning

confidence: 97%

“…First, examination of the protocols indicates that, whereas dominant group children have revealed ingroup preference from as young as 3 years, some expressed negative affect in their verbal statements toward minority outgroups by 5 years (e.g., Goodman, 1946;Porter, 1971;Radke et al, 1949). For example, Radke et al (1949) Second, although young children were found to express negative affect toward minority group members, race was nevertheless found to be less salient to young children than gender, and typically so until at least 9 or 10 years (Boulton, 1995;Radke et al, 1949), a finding that has also been revealed using a range of other techniques (e.g., Davey, 1983;Fishbein & Imai, 1993;Goldstein, Koopman, & Goldstein, 1979;Stevenson & Stewart, 1958).…”

Section: Language and Children's Ethnic Prejudicementioning

confidence: 99%

“…or racial epithets (e.g., Goodman, 1946;Horowitz & Horowitz, 1938;Radke et al, 1949). Although the use of unambiguously racist language has occasionally been observed in children (e.g., Goodman, 1946), its infrequency in children is noteworthy, given that adult research has identified such prejudiced discourse as an important contributor to the formulation and diffusion of ethnic prejudice (e.g., Greenberg, Kirkland, & Pyszczynski, 1988;W. P. Robinson, 1995;Simon & Greenberg, 1996).…”

Section: Language and Children's Ethnic Prejudicementioning

confidence: 99%

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Language and the Development of Children’s Ethnic Prejudice

Nesdale

2001

Journal of Language and Social Psychology

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This article considers whether the study of children's language in intergroup contexts enhances our understanding of the development of children's ethnic prejudice. It is concluded that whereas children's ethnic preferences may be well established by 6 years of age, ethnic prejudice does not emerge in middle childhood. In addition, whether children develop ethnic prejudice does not appear to be directly dependent on their perceptualcognitive abilities or the proximity of prejudiced others. Nevertheless, children may express racist statements toward ethnic outgroups by 5 years of age, and parents and peers are the primary sources of these expressions. However, such expressions are typically not held as the child's own. That is, younger children may have the verbal fluency, but not the intergroup attitudes and stereotypes of older children in whom ethnic prejudice is fully realized. The implications of these findings for minimizing children's ethnic prejudice are considered.

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“…The principal reason that race would be expected to affect imitation is that both black and white children appear to have developed ethnic attitudes by the time they enter school (12,24,25,33). White children have consistently shown a preference for other whites in studies of racial attitudes (9,17,21,22,32,34).…”

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confidence: 99%