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Preschool Children's Attention to Environmental Messages About Groups: Social Categorization and the Origins of Intergroup Bias
Author(s) -
Patterson Meagan M.,
Bigler Rebecca S.
Publication year - 2006
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.2006.00906.x
Subject(s) - psychology , categorization , developmental psychology , child development , social psychology , linguistics , philosophy
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.