Monoracial and Biracial Children: Effects of Racial Identity Saliency on Social Learning and Social PreferencesPosted in Articles, Identity Development/Psychology, Media Archive, Social Science, United States on 2014-08-14 21:11Z by Steven |
Child Development
Published Online: 2014-07-14
DOI: 10.1111/cdev.12266
Sarah E. Gaither
Department of Psychology
Tufts University, Medford, Massachusetts
Eva E. Chen, Assistant Professor of Social Science
The Hong Kong University of Science and Technology
Kathleen H. Corriveau, Assistant Professor of Human Development
Boston University
Paul L. Harris, Victor S. Thomas Professor of Education
Harvard University
Nalini Ambady (1959-2013), Professor of Psychology
Stanford University
Samuel R. Sommers, Professor of Psychology
Tufts University, Medford, Massachusetts
Children prefer learning from, and affiliating with, their racial in-group but those preferences may vary for biracial children. Monoracial (White, Black, Asian) and biracial (Black/White, Asian/White) children (N = 246, 3–8 years) had their racial identity primed. In a learning preferences task, participants determined the function of a novel object after watching adults (White, Black, and Asian) demonstrate its uses. In the social preferences task, participants saw pairs of children (White, Black, and Asian) and chose with whom they most wanted to socially affiliate. Biracial children showed flexibility in racial identification during learning and social tasks. However, minority-primed biracial children were not more likely than monoracial minorities to socially affiliate with primed racial in-group members, indicating their in-group preferences are contextually based.
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