Intergroup resource allocation among children from minority and majority groups in three settings of former conflict

Corbett, Bethany; Dautel, Jocelyn; Humer, Jasmina Tomašić; Misoska, Ana Tomovska; Taylor, Laura K.

doi:10.1111/cdev.13956

Cited by 6 publications

(2 citation statements)

References 72 publications

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“…Prosocial intentions can occur at both an individual level, such as expressing an interest in helping an outgroup child with a task, or at the macrosystem, such as intending to protest or volunteer to support a cause (Louis, 2009;Taylor, 2020). Although intentions and actions are related (Ajzen & Fishbein, 1977), they are distinct forms of prosociality, with an intention costing less (time, resources, energy) than actual behavior (Corbett et al, 2023).…”

Section: Defining Prosocial Behavior: Targets and Typesmentioning

confidence: 99%

Who, how, and when do children help? A systematic review of children's outgroup prosocial behavior

Moran,

Liu,

Taylor

2024

Political Psychology

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Given the ingroup bias in children's prosocial behaviors, understanding what characterizes and predicts children's prosocial behaviors directed at outgroups has implications for more harmonious intergroup relations. We conducted a systematic review outlining the important theoretical frameworks that drive research in this area and examined the targets, types, and predictors surrounding prosocial behavior toward socially relevant outgroups among children ages 3–12 years. A total of 24 studies were included in the narrative synthesis. A range of targets of prosocial behavior (i.e., who was the intended recipient of the act) was observed and included both individual outgroup members and the collective outgroup. The studies also varied in the types of outgroup prosocial behavior assessed, including resource allocation, helping intentions, and collective prosocial behavior. Predictors of prosocial behavior occurred at two levels: individual and contextual. Individual predictors included contact, outgroup stereotypes, essentialist beliefs, empathy and mentalization, and fairness. Contextual factors included geographic proximity, reciprocity and collaboration, cost of helping, structural inequality, and intergroup conflict. Finally, we focus on age‐related changes to map the developmental trajectory of both the characteristics and predictors of prosocial behaviors. In a divided world, the implications for future research on outgroup prosocial behavior during childhood are discussed. We also reflect on the need for future longitudinal and culturally embedded research.

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Section: Defining Prosocial Behavior: Targets and Typesmentioning

confidence: 99%

Who, how, and when do children help? A systematic review of children's outgroup prosocial behavior

Moran,

Liu,

Taylor

2024

Political Psychology

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“…Moreover, older (10-12 years) children tend to also rectify inequality by, for example, providing more resources to disadvantaged groups 56,57 . At the same time, younger children often seem less inclined to rectify inequality [56][57][58] and sometimes even perpetuate inequality, in particular when it concerns wealthy and poor recipients 59 . For example, in one study 4-to-11-year-olds perpetuated inequality by giving more cookies to targets that already got plenty 60 .…”

Section: Studymentioning

confidence: 99%

Children perpetuate competence-based inequality when they help peers

Sierksma

2023

npj Sci. Learn.

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Exchanges of help between children are common and often have positive consequences. But not all help is equally beneficial, for example because some help does not provide an opportunity to practice and develop skills. Here I examine whether young children might perpetuate competence-based inequality by providing incompetent peers with less opportunity to practice and improve their skills compared to competent peers. Study 1 (N = 253, 6–9 years) shows that young children understand not all help is equally beneficial: Children think that peers who receive empowerment (hints) vs. non-empowerment (correct answers) help can learn more. Study 2 (N = 80) and 3 (N = 41) then assessed children’s (7–9 years) actual helping behavior in a lab-based experiment. Through a cover story, participants were introduced to two unknown, same-age children whom they later overheard were either good or not good at solving puzzles (Study 2) or math (Study 3). Subsequently, participants got to help both of them with a puzzle-quiz (Study 2) or a math-quiz (Study 3) by providing either empowerment or non-empowerment when they asked for help. Across both studies, children were more likely to provide empowerment help to competent peers, and non-empowerment help to incompetent peers. This work suggests that when young children perceive differences in competence (e.g., based on stereotypes), they contribute to maintaining the status quo by providing the most vulnerable students, that would profit the most from improving their skills, less opportunity to do so.

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From Prayer to Practice: Children's Religious Understanding and Outgroup Prosocial Behaviours

Zammit,

Hennessy,

Borinca

et al. 2024

Community & Applied Soc Psy

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In a religiously diverse world, understanding how young children perceive and interact with peers from other religious groups is pivotal for promoting harmony from an early age. The study examines how children's understanding of an outgroup religion is associated with their prosocial behaviours towards children from that religion. Conducted with 210 children aged 3–6 years (mean = 4.19 years; 50.7% boys) from the majority religion (Catholic) in state schools in Malta, we assessed children's religious understanding through identification of ingroup religious symbols, and prayer. Additionally, we measured children's outgroup (i.e., Muslim) religious understanding through outgroup prayer. Children's prosocial behaviours were assessed through their costly giving of stickers to outgroup children. Findings indicate that outgroup religious understanding moderated the link between children's religious understanding and outgroup giving. Specifically, outgroup religious understanding dampened the association between ingroup religious understanding and outgroup giving for children with higher ingroup religious understanding. Implications of children's outgroup religious understanding on prosocial behaviours are discussed.

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Intergroup resource allocation among children from minority and majority groups in three settings of former conflict

Cited by 6 publications

References 72 publications

Who, how, and when do children help? A systematic review of children's outgroup prosocial behavior

Who, how, and when do children help? A systematic review of children's outgroup prosocial behavior

Children perpetuate competence-based inequality when they help peers

From Prayer to Practice: Children's Religious Understanding and Outgroup Prosocial Behaviours

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