Preschool Children's Attention to Environmental Messages About Groups: Social Categorization and the Origins of Intergroup Bias

• Meagan M. Patterson ^[1] ; Rebecca S. Bigler ^[1]
  1. [1] University of Texas at Austin

     University of Texas at Austin

     Estados Unidos

     
• Localización: Child development, ISSN 0009-3920, Vol. 77, Nº. 4, 2006, págs. 847-860
• Idioma: inglés
• DOI: 10.1111/j.1467-8624.2006.00906.x
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• Resumen

  • This study was designed to examine the effects of adults' labeling and use of social groups on preschool children's intergroup attitudes. Children (N=87, aged 3–5) attending day care were given measures of classification skill and self-esteem and assigned to membership in a novel (“red” or “blue”) social group. In experimental classrooms, teachers used the color groups to label children and organize the classroom. In control classrooms, teachers ignored the color groups. After 3 weeks, children completed multiple measures of intergroup attitudes. Results indicated that children in both types of classrooms developed ingroup-biased attitudes. As expected, children in experimental classrooms showed greater ingroup bias on some measures than children in control classrooms.