Consequences of Learning about Historical Racism among European American and African American Children

Autor/inn/en	Hughes, Julie M.; Bigler, Rebecca S.; Levy, Sheri R.
Titel	Consequences of Learning about Historical Racism among European American and African American Children
Quelle	In: Child Development, 78 (2007) 6, S.1689-1705 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2007.01096.x
Schlagwörter	African American Students; African American Children; Racial Attitudes; Racial Relations; Elementary Education; Elementary School Curriculum; History Instruction; Racial Discrimination; Racial Bias; White Students; Student Reaction; Outcomes of Education; Individual Differences; Racial Differences; African American Attitudes; Student Attitudes; Attitude Measures; African American History + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Child; Children; Kind; Kinder; Rassenfrage; Elementarunterricht; History lessons; Geschichtsunterricht; Racial bias; Rassismus; Racial discrimination; Schülerkritik; Lernleistung; Schulerfolg; Individueller Unterschied; Rassenunterschied; Schülerverhalten
Abstract	Knowledge about racism is a critical component of educational curricula and contemporary race relations. To examine children's responses to learning about racism, European American (Study 1; N = 48) and African American (Study 2; N = 69) elementary-aged children (ages 6-11) received history lessons that included information about racism experienced by African Americans ("racism condition"), or otherwise identical lessons that omitted this information ("control condition"). Children's racial attitudes and cognitive and affective responses to the lessons were assessed. Among European American children, racism condition participants showed less biased attitudes toward African Americans than control condition participants. Among African American children, attitudes did not vary by condition. Children in the two conditions showed several different cognitive and affective responses to the lessons. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10