Context Differences in Children's Ingroup Preferences

Autor/inn/en	Mulvey, Kelly Lynn; Hitti, Aline; Rutland, Adam; Abrams, Dominic; Killen, Melanie
Titel	Context Differences in Children's Ingroup Preferences
Quelle	In: Developmental Psychology, 50 (2014) 5, S.1507-1519 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0035593
Schlagwörter	Children; Adolescents; Preferences; Context Effect; Group Membership; Behavior Standards; Social Behavior; Age Differences; Sex; Logical Thinking; Group Dynamics; Grade 4; Grade 8; Elementary School Students; Middle School Students; Student Surveys; Interviews; Statistical Analysis; Selection; Elementary Schools; Middle Schools + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Gruppenzugehörigkeit; Social behaviour; Soziales Verhalten; Age; Difference; Age difference; Altersunterschied; Geschlecht; Geschlechtsverkehr; Gruppendynamik; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerbefragung; Interviewing; Interviewtechnik; Statistische Analyse; Auslese; Elementary school; Grundschule; Volksschule
Abstract	Ingroup preferences when deciding who to include in 2 distinct intergroup contexts, gender and school affiliation, were investigated. Children and adolescents, in the 4th (9-10 years) and 8th (13-14 years) grades, chose between including someone in their group who shared their group norm (moral or conventional) or who shared their group membership (school affiliation or gender). With age, children displayed a greater ability to balance information about ingroup norms and group membership. Younger children were more likely to include an outgroup member who supported equal norms than were older children. Accompanying the choices made, there was a greater use of fairness reasoning in younger rather than older participants, and increased references to group identity and group functioning for school identification. There were no differences in ingroup preferences in the school and gender contexts for groups involving moral norms. Desires for equal allocation of resources trumped differences related to ingroup preference. For social-conventional norms, however, there was a greater ingroup preference in a school intergroup context than in a gender intergroup context. Thus, the results demonstrate the importance of context in the manifestation of ingroup preference and the increasing sophistication, with age, of children's and adolescents' group decision-making skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01