Views of black and white children concerning the distribution of personality characteristics1

Brigham, John C.

doi:10.1111/j.1467-6494.1974.tb00562.x

“…While children of color may demonstrate preferences for being members of the dominant culture, parents have the task of ensuring that their children maintain a positive view of their ethnic and racial group. In fact, Brigham (1974) found that African-American children were more likely than white children to attribute positive traits to their own group. The importance of racial socialization is emphasized by findings that relate these practices to the child's motivation, achievement, prospects for upward mobility, and racial attitudes (Bowman & Howard, 1985;Branch & Newcombe, 1980.…”

Section: Familymentioning

confidence: 94%

An Integrative Model for the Study of Developmental Competencies in Minority Children

Coll¹,

Lamberty²,

Jenkins³

et al. 1996

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In this article a conceptual model for the study of child development in minority populations in the United States is proposed. In support of the proposed model, this article includes (a) a delineation and critical analysis of mainstream theoretical frameworks in relation to their attention and applicability to the understanding of developmental processes in children of color and of issues at the intersection of social class, culture, ethnicity, and race, and (b) a description and evaluation of the conceptual frameworks that have guided the extant literature on minority children and families. Based on the above considerations, an integrative conceptual model of child development is presented, anchored within social stratification theory, emphasizing the importance of racism, prejudice, discrimination, oppression, and segregation on the development of minority children and families.

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“…While children of color may demonstrate preferences for being members of the dominant culture, parents have the task of ensuring that their children maintain a positive view of their ethnic and racial group. In fact, Brigham (1974) found that African-American children were more likely than white children to attrihute positive traits to their own group. The importance of racial socialization is emphasized by findings that relate these practices to the child's motivation, achievement, prospects for upward mobility, and racial attitudes (Bowman & Howard, 1985;Branch & Newcomhe, 1980.…”

Section: Familymentioning

confidence: 99%

An Integrative Model for the Study of Developmental Competencies in Minority Children

Coll¹,

Crnic²,

Lamberty³

et al. 1996

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In this article a conceptual model for the study of child development in minority populations in the United States is proposed. In support of the proposed model, this article includes (a) a delineation and critical analysis of mainstream theoretical frameworks in relation to their attention and applicability to the understanding of developmental processes in children of color and of issues at the intersection of social class, culture, ethnicity, and race, and (b) a description and evaluation of the conceptual frameworks that have guided the extant literature on minority children and families. Based on the above considerations, an integrative conceptual model of child development is presented, anchored within social stratification theory, emphasizing the importance of racism, prejudice, discrimination, oppression, and segregation on the development of minority children and families.

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“…To test for generalizabilitv' of findings across stimuli, stories used for the memory task tapped two major domains of cultural stereotx'pes-traits and social relationships. In the trait stories, characters were portrayed as acting in some manner (e.g., "lazy") that was either consistent with or inconsistent with the racial stereot>'pes held by Euro-American children (e.g., see Aboud & Sken:>', 1984;Brigham, 1974;. In the social relationship stories, interpersonal relationships were portrayed either intra-or interracially and thus either conformed to or violated Euro-American children's beliefs concerning the racial composition of friendships, marriages, and neighborhoods (Kleinke & Nicholson, 1979).…”

mentioning

confidence: 99%

A Cognitive-Developmental Approach to Racial Stereotyping and Reconstructive Memory in Euro-American Children

Bigler

¹

,

Liben

²

1993

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To examine the role of cognitive skill and racial stereotyping in Euro‐American children's processing of race‐related information, 75 Euro‐American children, aged 4–9 years, were asked to recall stories that were either consistent with or inconsistent with cultural racial stereotypes. In 6 trait stories, a Euro‐American main character encounters both a Euro‐American and an African American child. A negative trait is attributed to either the African American (stereotypic story) or the Euro‐American child (counterstereotypic story). In 6 social relationship stories, main characters interact with neighbors, friends, or married couples, portrayed either intraracially (stereotypic) or interracially (counterstereotypic). Individual difference measures were used to assess subjects' racial stereotyping and their classification skill (ability to sort stimuli along multiple dimensions). As predicted, lower degrees of racial stereotyping and the ability to classify persons along multiple dimensions were associated with better memory for counterstereotypic stories. Implications for intervention programs aimed at reducing racial stereotyping are discussed.

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Views of black and white children concerning the distribution of personality characteristics1

Cited by 26 publications

References 15 publications

An Integrative Model for the Study of Developmental Competencies in Minority Children

An Integrative Model for the Study of Developmental Competencies in Minority Children

An Integrative Model for the Study of Developmental Competencies in Minority Children

A Cognitive-Developmental Approach to Racial Stereotyping and Reconstructive Memory in Euro-American Children

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