Children Rectify Inequalities for Disadvantaged Groups

Autor/inn/en	Elenbaas, Laura; Killen, Melanie
Titel	Children Rectify Inequalities for Disadvantaged Groups
Quelle	In: Developmental Psychology, 52 (2016) 8, S.1318-1329 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000154
Schlagwörter	Social Influences; Social Justice; Social Bias; African American Children; Whites; Young Children; Age Differences; Resource Allocation; Racial Bias; Socioeconomic Status; Access to Health Care; Racial Differences; Kindergarten; Grade 5; Interviews; Childhood Attitudes; Hypothesis Testing; Likert Scales; Measures (Individuals); Multiple Regression Analysis; Probability; Statistical Analysis + Suchen Sie Ihr Suchwort? Sozialer Einfluss; Soziale Gerechtigkeit; African Americans; Child; Children; Afroamerikaner; Kind; Kinder; White; Weißer; Frühe Kindheit; Age; Difference; Age difference; Altersunterschied; Ressourcenallokation; Racial discrimination; Rassismus; Socio-economic status; Sozioökonomischer Status; Rassenunterschied; School year 05; 5. Schuljahr; Schuljahr 05; Interviewing; Interviewtechnik; Hypothesenprüfung; Hypothesentest; Likert-Skala; Messdaten; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Statistische Analyse
Abstract	Children's decisions regarding the allocation of societal resources in the context of preexisting inequalities were investigated. African American and European American children ages 5 to 6 years (n = 91) and 10 to 11 years (n = 94) judged the acceptability of a medical resource inequality on the basis of race, allocated medical supplies, evaluated different resource allocation strategies, and completed a measure of status awareness based on race. With age, children were increasingly aware of wealth status disparities between African Americans and European Americans, and judged a medical resource inequality between groups more negatively. Further, with age, children rectified the resource inequality over perpetuating it, but only when African American children were disadvantaged. With age, children also referenced rights when reasoning about their judgments concerning the disadvantaged African American group. When European American children were disadvantaged, children did not systematically allocate more resources to one group over another. The results are discussed in terms of social inequalities, disadvantaged status, moral judgments, and intergroup attitudes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01