Someone Who Knows and Someone I Trust: Investigating How and with Whom U.S. 8- to 14-Year-Old Youth Seek to Learn about Racial Inequality

Autor/inn/en	Kneeskern, Ellen; Elenbaas, Laura
Titel	Someone Who Knows and Someone I Trust: Investigating How and with Whom U.S. 8- to 14-Year-Old Youth Seek to Learn about Racial Inequality
Quelle	In: Developmental Psychology, 59 (2023) 10, S.1892-1905 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001631
Schlagwörter	Children; Adolescents; Racism; Blacks; Whites; African Americans; Social Justice; Influences; Evaluation; Information Seeking; Expertise; Trust (Psychology); Racial Discrimination; Epistemology + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Rassismus; Black person; Schwarzer; White; Weißer; Afroamerikaner; Soziale Gerechtigkeit; Influence; Einfluss; Einflussfaktor; Evaluierung; Informationserschließung; Expert appraisal; Racial bias; Erkenntnistheorie
Abstract	This study investigated 8- to 14-year-old U.S. children's (N = 202, 47% girls, and 49% White) evaluations of statements reflecting individual and structural attributions for the causes of racial inequality between Black and White people in the United States, the epistemic characteristics they used to seek out more information on this topic, and who they believed reflected these characteristics. With age, participants increasingly endorsed statements reflecting structural attributions for racial inequality (i.e., educational and occupational exclusion), and increasingly reasoned about privilege and racism. In contrast, participants did not endorse statements reflecting individual attributions at any age (i.e., group differences in intelligence and effort), instead reasoning about equality between racial groups. Overall, participants sought expertise (i.e., content knowledge) and interpersonal trust (i.e., closeness and support) in a scenario where they could choose a discussion partner to learn more about racial inequality, and were most likely to seek out their family members, though some also sought out their friends, teachers, and the internet or social media. This study provides insights into who children see as relevant sources for learning about racial inequality and their reasons for trusting them. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01