Adam Rutland
Biographic Data
| ID | 312117 |
|---|---|
| NAME | Adam Rutland |
| GIVEN NAMES | Adam |
| FAMILY NAME | Rutland |
| SIGNATURE | RUTLAND A |
| AFFILIATIONS | University of Exeter |
| ORCID | 0000-0002-4512-0976 |
| VERIFIED | Yes |
| TOTAL WORKS | 58 |
| TOTAL CITATIONS | 471 |
| AUTHOR COUNT | 57 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 12 |
The Role of Harm, Misinformer Age, and Information Scrutiny on Adolescents’ Trust in Misinformation
Adolescents’ online habits may contribute to the spread of misinformation due to their preference for trusted peers as sources of information over credible sources. This propensity can also make adolescents a population more vulnerable to misinformation, particularly during crises when misinformation levels surge. In situations of uncertainty and risk, such as during public health crises, trust plays an important and influential role. This study …
Self-esteem mediates the association of leisure activities with adolescents’ mental health difficulties and prosocial behavior: Evidence from a UK-representative cohort
Research has shown that adolescents’ engagement in leisure activities is associated with self-esteem, mental health difficulties, and prosocial behavior, but limited research has explored their longitudinal association and potential mediation pathways. This study examined if self-esteem mediates the association between leisure activities and adolescents’ mental health difficulties and prosocial behavior. A secondary analysis of the Millennium Coh…
Perceptions of STEM Barriers in Adolescence: Examining Math Interest, Science Interest, and STEM Identity at Informal Science Learning Sites
This 2-year longitudinal study examines the relations between math and science interest, STEM identity, and perceptions of STEM barriers in 280 (68% female; M age = 15.27) adolescents in the United States and the United Kingdom. Structural equation models indicated that higher math interest at time 1 was positively associated with overall STEM identity at time 2, and greater STEM identity at time 2 was related to fewer perceptions of barriers to …
Peer group norms affect adolescents’ bystander social cognitions
Developmental Trajectories of Adolescents’ Math Motivation: The Role of Mindset and Perceptions of Informal STEM Learning Site Inclusivity
Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning
Limited research has explored the longitudinal pathway to youth career interests via identity and efficacy together. This study examined the longitudinal associations between science efficacy, STEM (science, technology, engineering and math) identity, and scientist career interest among girls who are historically considered as an underrepresented group among scientists. The sample included 308 girls (M age = 15.22, SD age = 1.66; 42.8% White) fro…
Challenging the exclusion of immigrant peers
The present study examined age-related differences in bystander reactions within the context of peer exclusion of national ingroup (British) and immigrant outgroup (Australian or Turkish) peers. The immigrant peers were from nations that varied in terms of their perceived intergroup status in Britain. Participants were British children ( n = 110, 8–11 years) and adolescents ( n = 193, 13–16 years) who were presented with one of three scenarios in…
Children's and adolescents’ evaluations of wealth‐related STEM inequality
The fields of science, technology, engineering, and mathematics (STEM) are rife with inequalities and under-representation that have their roots in childhood. While researchers have focused on gender and race/ethnicity as two key dimensions of inequality, less attention has been paid to wealth. To this end, and drawing from the Social Reasoning Development approach, we examined children's and adolescents' perceptions of STEM ability and access to…
Promoting Diverse Youth’s Career Development through Informal Science Learning: The Role of Inclusivity and Belonging
Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learn…
Interest, Mindsets and Engagement: Longitudinal Relations in Science Orientations for Adolescents in Informal Science Programs
Preparing the Next Generation for STEM: Adolescent Profiles Encompassing Math and Science Motivation and Interpersonal Skills and Their Associations With Identity and Belonging
Science, technology, engineering, and math (STEM) workers need both motivation and interpersonal skills in STEM disciplines. The aims of the study were to identify clusters of adolescents who vary in math and science motivation and interpersonal skills and to explore what factors are related to membership in a high math and science motivation and interpersonal skills cluster. Participants included 467 adolescents (312 female; Mage = 15.12 to SD =…
Promoting Fair and Just School Environments: Developing Inclusive Youth
Incidents of prejudice and discrimination in K–12 schools have increased over the past decade around the world, including the United States. In 2018, more than two-thirds of the 2,776 U.S. educators surveyed reported witnessing a hate or bias incident in their school. Children and adolescents who experience prejudice, social exclusion, and discrimination are subject to compromised well-being and low academic achievement. Few educators feel prepar…
Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents
Gender stereotypes are harmful for girls' enrollment and performance in science and mathematics. So far, less is known about children's and adolescents' stereotypes regarding technology and engineering. In the current study, participants' ( N = 1,206, girls n = 623; 5-17-years-old, M = 8.63, SD = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between …
Valuing diversity: An undervalued mediator of intergroup contact
Valuing diversity and intergroup contact predict less prejudice and discrimination, yet their relationship deserves closer attention. There is some evidence that valuing diversity and intergroup contact are associated, but it has not been tested whether the established effects of contact come about through changes in valuing diversity. We address this in two studies (total N = 2835) that consider valuing diversity as a mediator of intergroup cont…
Impact of Youth and Adult Informal Science Educators on Youth Learning at Exhibits
The impact of educators in informal science learning sites (ISLS) remains understudied from the perspective of youth visitors. Less is known about whether engagement with educators differs based on the age and gender of both visitor and educator. Here, visitors (5–17 years old) to six ISLS in the United States and United Kingdom (n = 488, female n = 244) were surveyed following an interaction with either a youth (14–18 -years old) or adult educat…
Civic understanding mediates of the effect of educational tracks on voting intentions in German schools
Across democracies, education predicts electoral participation and political interest. Here, German students on the pre-vocational and pre-academic educational tracks are compared to show how these differences emerge, and thus indicate how they can be addressed. In a Preliminary Study, a large dataset (3747 participants) revealed that there is a gap in political interest between the tracks, and that this predicts a gap in voting intentions. Study…
Children's and adolescents’ evaluations of peers who challenge their group: The role of gender norms and identity
In‐group members who challenge group norms (hereon “challenger peers”) often are evaluated less positively by their peers compared to those who adhere to group norms. In the present study children ( n = 118, M age = 10.01) and adolescents ( n = 132, M age = 13.32; total n = 269) were inducted into a gender‐based group who endorsed an activity norm. Participants evaluated a challenger peer who was either cisgender or transgender. Adolescent girls,…
Adolescents challenging discrimination: The benefits of a perspective‐taking and action‐planning intervention on self‐efficacy
Discrimination is widespread and often goes unchallenged because bystanders do not recognize the need to intervene or do not know how to intervene. This field experiment with adolescents ( N = 639) tested a group discussion designed to increase perceived importance and self‐efficacy around challenging general discrimination. The intervention, which involved perspective‐taking and action‐planning, was tested with delayed measures against active co…
The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs
Adolescence represents a developmental period of waning academic motivation, particularly in STEM domains. To combat this, better understanding the factors that might foster STEM motivation and interest is of importance. Social factors like social competencies and feelings of belonging become increasingly important in adolescence. The current study investigated structural relations between social competencies, feelings of belonging to an informal…
Developmental differences in bystander behavior toward intergroup and intragroup exclusion
This study examined prosocial bystander behavior in an online ball-throwing game (Cyberball), toward the exclusion of immigrants and nonimmigrant peers within intergroup and intragroup contexts. Participants were British children (8- to 10-year-olds) and adolescents (13- to 15-year-olds, N = 292; female N = 144). They were an ethnically diverse low-to-middle SES sample from a South Asian, White, Black, or mixed ethnic background. Participants pla…
Learning hand in hand: Engaging in research–practice partnerships to advance developmental science
Developmental science research often involves research questions developed by academic teams, which are tested within community or educational settings. In this piece, we outline the importance of research-practice partnerships, which involve both research and practice-based partners collaborating at each stage of the research process. We articulate challenges and benefits of these partnerships for developmental science research, identify relevan…
Painting all foreigners with one brush? How the salience of muslims and refugees shapes judgements
Attitudes towards foreigners are widely researched, most frequently in survey studies. However, in that context it is often unclear which attitude object respondents have in mind, and thus what their answers refer to. This paper uses a representative sample of 3,195 Germans who reported which groups they think of when thinking about foreigners living in Germany. We found that Germans disproportionately think of groups who are Muslim, and that suc…
Youth in Superdiverse Societies: Growing up with Globalization, Diversity, and Acculturation
Youth in Superdiverse Societies brings together theoretical, methodological and international approaches to the study of globalization, diversity, and acculturation in adolescence. It examines vital issues including migration, integration, cultural identities, ethnic minorities, and the interplay of ethnic and cultural diversity with experiences of growing up as an adolescent. This important volume focuses on understanding the experiences and con…
The development of intergroup resource allocation: The role of cooperative and competitive in-group norms
The present study investigated age-related changes in the intergroup allocation of resources depending on whether the ingroup norm was competitive or cooperative. Participants included children ( M age = 8.69), adolescents ( M age = 13.81), and adults ( M age = 20.89), ( N = 263) who were inducted into simulated groups and informed about an ingroup norm of either cooperation or competition. The goal context for the resource allocation task was ei…
The Wiley Handbook of Group Processes in Children and Adolescents
A New Social-Cognitive Developmental Perspective on Prejudice: The Interplay Between Morality and Group Identity
We argue that prejudice should be investigated in the context of social-cognitive development and the interplay between morality and group identity. Our new perspective examines how children consider group identity (and group norms) along with their developing moral beliefs about fairness and justice. This is achieved by developing an integrated framework drawing on developmental and social psychological theories of prejudice. This synthesis resu…
A Developmental Science Approach to Reducing Prejudice and Social Exclusion: Intergroup Processes, Social‐Cognitive Development, and Moral Reasoning
This article presents a developmental science approach to changing attitudes and rectifying prejudice and discrimination. This is crucial because stereotypes and prejudicial attitudes are deeply entrenched by adulthood; the time for intervention is before biases are fully formed in adulthood. Adults as well as children are both the recipients and the perpetrators of prejudice as reflected by social exclusion based on group membership. Determining…
Group identity and peer relations: A longitudinal study of group identity, perceived peer acceptance, and friendships amongst ethnic minority English children
This research examined whether peer relationships amongst ethnic minority status children reflect the social groups to which children belong and the degree to which they identify with these groups. A longitudinal study was conducted to investigate the influence of group identities (i.e., ethnic and national) on children's perceived peer acceptance and preference for same-ethnic friendships. Measures of ethnic and English identification, perceived…
Evaluations of and reasoning about normative and deviant ingroup and outgroup members: Development of the black sheep effect
Research with adults has demonstrated a "black sheep effect" (BSE) whereby, relative to evaluations of normative group members, ingroup deviants are derogated more than outgroup deviants. The developmental subjective group dynamics (DSGD) model holds that the BSE should develop during middle childhood when children apply wider social norms. Three hundred and thirty-eight children who were between 5 and 12 years old judged a normative (socially de…
Are minority status children's cross‐ethnic friendships beneficial in a multiethnic context
Past research has demonstrated the negative impact of perceived ethnic discrimination (PED) on psychological well-being among children. Given research demonstrating the benefits of cross-ethnic friendship for children's intergroup attitudes, we examined whether cross-ethnic friendships would attenuate the effects of PED on well-being and resilience within a multi-ethnic context. Two hundred and forty-seven South Asian British children (M = 11 yea…
When and why does extended contact work: The role of high quality direct contact and group norms in the development of positive ethnic intergroup attitudes amongst children
This research examines quasi-experimentally for the first time whether direct contact moderates the extended contact effect amongst children, and whether the extended contact effect is mediated by either in-group or out-group norms about cross-ethnic friendships. We tested two forms of extended contact (Dual identity and Common in-group identity) among ethnic majority children aged 6–11 years (white–English, n = 153) with differing levels of high…
Cross-ethnic friendships: Are they really rare? Evidence from secondary schools around London
Acculturation Attitudes and Social Adjustment in British South Asian Children: A Longitudinal Study
A 1-year longitudinal study with three testing points was conducted with 215 British Asian children aged 5 to 11 years to test hypotheses from Berry's acculturation framework. Using age-appropriate measures of acculturation attitudes and psychosocial outcomes, it was found that (a) children generally favored an "integrationist" attitude, and this was more pronounced among older (8-10 years) than in younger (5-7 years) children and (b) temporal ch…
Extended Contact through Story Reading in School: Reducing Children's Prejudice toward the Disabled
The aim of this study was to develop and assess a prejudice‐reduction intervention for young children based on a relatively recent psychological concept, extended contact. A number of extended contact interventions were tested based on different models of generalized intergroup contact. A 3 (type of extended contact: neutral, decategorization, and “intergroup”) × 2 (time of interview: pre‐ vs. post‐extended contacts) mixed design was used, with t…
Older but wilier: In-group accountability and the development of subjective group dynamics
To test social and cognitive variables that may affect the development of subjective group dynamics, the authors had 224 children between the ages of 5 and 12 years evaluate an in-group and an out-group and normative and deviant in-group members under conditions of high or low accountability to in-group peers. In-group bias and relative favorability to normative versus deviant in-group members (differential evaluation) increased when children wer…
Acculturation, well-being and classroom behaviour among white British and British Asian primary-school children in the south–east of England: Validating a child-friendly measure of acculturation attit…
Painting all foreigners with one brush? How the salience of muslims and refugees shapes judgements
Attitudes towards foreigners are widely researched, most frequently in survey studies. However, in that context it is often unclear which attitude object respondents have in mind, and thus what their answers refer to. This paper uses a representative sample of 3,195 Germans who reported which groups they think of when thinking about foreigners living in Germany. We found that Germans disproportionately think of groups who are Muslim, and that suc…
Context differences in children’s ingroup preferences
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 informatio…
Development of the positive–negative asymmetry effect: In‐group exclusion norm as a mediator of children's evaluations on negative attributes
Two studies were conducted that go beyond previous research by examining when and why children might show intergroup bias in the attribution of positive, but not negative traits (PNAE: the positive–negative asymmetry effect, Mummendey & Otten, 1998, European review of social psychology , Vol. 9). In Study 1 (n = 107) children completed a ‘mixed’ trait attribution task in a dichotomous group context. As predicted there was a developmental trend be…
The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs
Adolescence represents a developmental period of waning academic motivation, particularly in STEM domains. To combat this, better understanding the factors that might foster STEM motivation and interest is of importance. Social factors like social competencies and feelings of belonging become increasingly important in adolescence. The current study investigated structural relations between social competencies, feelings of belonging to an informal…
When Is It Okay to Exclude a Member of the Ingroup? Children's and Adolescents’ Social Reasoning
Social exclusion of those who challenge group norms was investigated by asking children and adolescents, adolescents, age 9–13 years ( N = 381), to evaluate exclusion of group members who deviated from group norms. Testing predictions from social reasoning developmental theories of group‐based exclusion, children and adolescents evaluated exclusion based on group norms involving allocation of resources and group traditions about dress code. Exclu…
When Do Children Dislike Ingroup Members? Resource Allocation from Individual and Group Perspectives
Do children like ingroup members who challenge group norms about resource allocation? Further, do children evaluate from their own individual perspective? Participants ( N = 381), aged 9.5 and 13.5 years, evaluated members of their own group who deviated from group norms about resource allocation by either: (1) advocating for equal allocation in contrast to the group norm of inequality; or (2) advocating for inequality when the group norm was to …
The development of intergroup resource allocation: The role of cooperative and competitive in-group norms
The present study investigated age-related changes in the intergroup allocation of resources depending on whether the ingroup norm was competitive or cooperative. Participants included children ( M age = 8.69), adolescents ( M age = 13.81), and adults ( M age = 20.89), ( N = 263) who were inducted into simulated groups and informed about an ingroup norm of either cooperation or competition. The goal context for the resource allocation task was ei…
Group norms, intergroup resource allocation, and social reasoning among children and adolescents
Cooperation is a fundamental drive of moral behavior from infancy, yet competitive intergroup contexts can exert a significant influence on resource allocation behavior in childhood. The present study explored how ingroup and outgroup norms of competition and cooperation influenced the allocation of resources between groups among children and adolescents, along with how they reasoned about these allocations. Ingroup norms combined, for the first …
Interest, Mindsets and Engagement: Longitudinal Relations in Science Orientations for Adolescents in Informal Science Programs
Self‐evaluation and social comparison amongst adolescents with learning difficulties
Two studies are presented which examine self‐evaluation in adolescents with learning difficulties and how these adolescents strategically protect their self‐concept through the use of social comparison. Study one involved 145 adolescents with learning difficulties and the same number of non‐disabled adolescents aged between 11 to 16 years. All adolescents completed Harter's ‘Self Perception Profile for Children’ (SPPC). No significant overall dif…
Promoting Diverse Youth’s Career Development through Informal Science Learning: The Role of Inclusivity and Belonging
Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learn…
Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents
Gender stereotypes are harmful for girls' enrollment and performance in science and mathematics. So far, less is known about children's and adolescents' stereotypes regarding technology and engineering. In the current study, participants' ( N = 1,206, girls n = 623; 5-17-years-old, M = 8.63, SD = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between …
Majority and minority ethnic status adolescents' bystander responses to racism in school
Twelve to 15‐year‐olds ( N = 1,100) from majority and minority ethnic backgrounds, living in an ethnically diverse area in the UK, read a hypothetical scenario about verbal racism in school and indicated their bystander responses (prosocial, aggressive, and passive). Findings showed that age, ethnicity, cross‐group friendships, and ethnic socialisation predicted their bystander responses
Stereotypes as justifications for prior intergroup discrimination: Studies of Scottish national stereotyping
Two studies provide support for the group‐justification approach to stereotyping (Tajfel, 1981 ; Huici, 1984 ). This approach contends that stereotypes not only serve cognitive functions for individuals but also provide a means of justifying prior intergroup discrimination. Study 1 investigated whether the content of the Scottish ingroup stereotype changes due to the prior expression of intergroup discrimination. Scottish students were primed wit…
Self‐evaluation and social comparison amongst adolescents with learning difficulties
Two studies are presented which examine self‐evaluation in adolescents with learning difficulties and how these adolescents strategically protect their self‐concept through the use of social comparison. Study one involved 145 adolescents with learning difficulties and the same number of non‐disabled adolescents aged between 11 to 16 years. All adolescents completed Harter's ‘Self Perception Profile for Children’ (SPPC). No significant overall dif…
Stereotypes as justifications for prior intergroup discrimination: Studies of Scottish national stereotyping
Two studies provide support for the group‐justification approach to stereotyping (Tajfel, 1981 ; Huici, 1984 ). This approach contends that stereotypes not only serve cognitive functions for individuals but also provide a means of justifying prior intergroup discrimination. Study 1 investigated whether the content of the Scottish ingroup stereotype changes due to the prior expression of intergroup discrimination. Scottish students were primed wit…
They were brilliant, I don't know what I would've done if they hadn't been here’: The group concept problem revisited
This article concerns the group concept problem in people labelled as having learning disabilities, described in a series of papers by Gibbons and colleagues (Gibbons, 1981 , 1985a , 1985b ; Gibbons & Gibbons, 1980 ; Gibbons & Kassin, 1982 ). We argue that the interpretations of these studies are questionable, and alternative explanations for the patterns of results found are possible. Examples from a study in which people with the label talked a…
Social Norms and Self-Presentation: Children's Implicit and Explicit Intergroup Attitudes
Two studies examined whether social norms and children's concern for self-presentation affect their intergroup attitudes. Study 1 examined racial intergroup attitudes and normative beliefs among children aged 6 to 16 years (n=155). Accountability (i.e., public self-focus) was experimentally manipulated, and intergroup attitudes were assessed using explicit and implicit measures. Study 2 (n = 134) replicated Study 1, focusing on national intergrou…
The global ‘order’, socioeconomic status and the economics of African identity
Chronic elitism within Africa has created a two-tier milieu in which those \nAfricans who are in a position to take advantage of the global economic system \noften do so at the expense of other Africans. The effects of social class and \nindicators of individual economic mobility on African identity were thus \nexamined. 213 Kenyans participated in this questionnaire-based study for \nstructural equation analysis. The main finding was that socioe…
Changing Children's Intergroup Attitudes Toward Refugees: Testing Different Models of Extended Contact
The present research evaluated an intervention, derived from the "extended contact hypothesis," which aimed to change children's intergroup attitudes toward refugees. The study (n=253) tested 3 models of extended contact among 5- to 11-year-old children: dual identity, common ingroup identity, and decategorization. Children read friendship stories based upon these models featuring in- and outgroup members. Outgroup attitudes were significantly mo…
Extended Contact through Story Reading in School: Reducing Children's Prejudice toward the Disabled
The aim of this study was to develop and assess a prejudice‐reduction intervention for young children based on a relatively recent psychological concept, extended contact. A number of extended contact interventions were tested based on different models of generalized intergroup contact. A 3 (type of extended contact: neutral, decategorization, and “intergroup”) × 2 (time of interview: pre‐ vs. post‐extended contacts) mixed design was used, with t…
Promoting children's positive intergroup attitudes towards stigmatized groups: Extended contact and multiple classification skills training
Two studies were conducted to evaluate interventions, based upon the extended contact hypothesis and multiple classification skills training, which aimed to promote children's positive intergroup attitudes towards two stigmatized groups. Study 1 tested whether extended contact and multiple classification skills training changed out-group attitudes towards the disabled among 6—9 year-old children. Out-group attitudes were significantly more positi…
Development of the positive–negative asymmetry effect: In‐group exclusion norm as a mediator of children's evaluations on negative attributes
Two studies were conducted that go beyond previous research by examining when and why children might show intergroup bias in the attribution of positive, but not negative traits (PNAE: the positive–negative asymmetry effect, Mummendey & Otten, 1998, European review of social psychology , Vol. 9). In Study 1 (n = 107) children completed a ‘mixed’ trait attribution task in a dichotomous group context. As predicted there was a developmental trend be…
Older but wilier: In-group accountability and the development of subjective group dynamics
To test social and cognitive variables that may affect the development of subjective group dynamics, the authors had 224 children between the ages of 5 and 12 years evaluate an in-group and an out-group and normative and deviant in-group members under conditions of high or low accountability to in-group peers. In-group bias and relative favorability to normative versus deviant in-group members (differential evaluation) increased when children wer…
A Quasi-experiment on the Effects of Superordinate Categorisation on Liking of People from Other Nations
A number of studies have shown that categorisation at a superordinate level can effectively reduce bias. This experiment examined the effects of superordinate categorisation on liking and stereotyping amongst 102 Kenyans. Participants were presented with pictures of purportedly Kenyan, Nigerian and American targets. The results were that participants with nationalistic categorisation bias exhibited reduced liking of Nigerian/American targets, and…
Acculturation, well-being and classroom behaviour among white British and British Asian primary-school children in the south–east of England: Validating a child-friendly measure of acculturation attit…
Direct and Extended Friendship Effects on Minority and Majority Children’s Interethnic Attitudes: A Longitudinal Study
Longitudinal direct and extended cross-ethnic friendship effects on out-group evaluations among German (majority status, N = 76) and Turkish (minority status, N = 73) children (age 7–11 years) in ethnically heterogeneous elementary schools were examined at the beginning and end of the school year (time lag: 7 months). The results showed that among majority status children, but not minority status children, direct cross-ethnic friendship predicted…
Learning to control ethnic intergroup bias in childhood
The aim of this research was to identify what factors deter explicit intergroup bias in childhood. Two studies were conducted to examine what facilitates the control of ethnic bias amongst 6–9‐year‐old majority children. In both studies in‐group accountability was either low (i.e., only accountable to experimenter) or high (i.e., also accountable to classmates and teachers). Study 1 (n = 287) found that only 8–9‐year‐old with low social emotions …
A New Social-Cognitive Developmental Perspective on Prejudice: The Interplay Between Morality and Group Identity
We argue that prejudice should be investigated in the context of social-cognitive development and the interplay between morality and group identity. Our new perspective examines how children consider group identity (and group norms) along with their developing moral beliefs about fairness and justice. This is achieved by developing an integrated framework drawing on developmental and social psychological theories of prejudice. This synthesis resu…
Children and Social Exclusion: Morality, Prejudice, and Group Identity
Children and Social Exclusion: Morality, Prejudice, and Group Identity explores the origins of prejudice and the emergence of morality to explain why children include some and exclude others. Formulates an original theory about children’s experiences with exclusion and how they understand the world of discrimination based on group membership Brings together Social Domain Theory and Social Identity Theory to explain how children view exclusion tha…
When and why does extended contact work: The role of high quality direct contact and group norms in the development of positive ethnic intergroup attitudes amongst children
This research examines quasi-experimentally for the first time whether direct contact moderates the extended contact effect amongst children, and whether the extended contact effect is mediated by either in-group or out-group norms about cross-ethnic friendships. We tested two forms of extended contact (Dual identity and Common in-group identity) among ethnic majority children aged 6–11 years (white–English, n = 153) with differing levels of high…
Group identity and peer relations: A longitudinal study of group identity, perceived peer acceptance, and friendships amongst ethnic minority English children
This research examined whether peer relationships amongst ethnic minority status children reflect the social groups to which children belong and the degree to which they identify with these groups. A longitudinal study was conducted to investigate the influence of group identities (i.e., ethnic and national) on children's perceived peer acceptance and preference for same-ethnic friendships. Measures of ethnic and English identification, perceived…
Development of Intra- and Intergroup Judgments in the Context of Moral and Social-Conventional Norms
Children and adolescents evaluated group inclusion and exclusion in the context of generic and group-specific norms involving morality and social conventions. Participants (N = 381), aged 9.5 and 13.5 years, judged an in-group member's decision to deviate from the norms of the group, whom to include, and whether their personal preference was the same as what they expected a group should do. Deviating from in-group moral norms about unequal alloca…
When Is It Okay to Exclude a Member of the Ingroup? Children's and Adolescents’ Social Reasoning
Social exclusion of those who challenge group norms was investigated by asking children and adolescents, adolescents, age 9–13 years ( N = 381), to evaluate exclusion of group members who deviated from group norms. Testing predictions from social reasoning developmental theories of group‐based exclusion, children and adolescents evaluated exclusion based on group norms involving allocation of resources and group traditions about dress code. Exclu…
Acculturation Attitudes and Social Adjustment in British South Asian Children: A Longitudinal Study
A 1-year longitudinal study with three testing points was conducted with 215 British Asian children aged 5 to 11 years to test hypotheses from Berry's acculturation framework. Using age-appropriate measures of acculturation attitudes and psychosocial outcomes, it was found that (a) children generally favored an "integrationist" attitude, and this was more pronounced among older (8-10 years) than in younger (5-7 years) children and (b) temporal ch…
When Do Children Dislike Ingroup Members? Resource Allocation from Individual and Group Perspectives
Do children like ingroup members who challenge group norms about resource allocation? Further, do children evaluate from their own individual perspective? Participants ( N = 381), aged 9.5 and 13.5 years, evaluated members of their own group who deviated from group norms about resource allocation by either: (1) advocating for equal allocation in contrast to the group norm of inequality; or (2) advocating for inequality when the group norm was to …
Evaluations of and reasoning about normative and deviant ingroup and outgroup members: Development of the black sheep effect
Research with adults has demonstrated a "black sheep effect" (BSE) whereby, relative to evaluations of normative group members, ingroup deviants are derogated more than outgroup deviants. The developmental subjective group dynamics (DSGD) model holds that the BSE should develop during middle childhood when children apply wider social norms. Three hundred and thirty-eight children who were between 5 and 12 years old judged a normative (socially de…
Context differences in children’s ingroup preferences
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 informatio…
Are minority status children's cross‐ethnic friendships beneficial in a multiethnic context
Past research has demonstrated the negative impact of perceived ethnic discrimination (PED) on psychological well-being among children. Given research demonstrating the benefits of cross-ethnic friendship for children's intergroup attitudes, we examined whether cross-ethnic friendships would attenuate the effects of PED on well-being and resilience within a multi-ethnic context. Two hundred and forty-seven South Asian British children (M = 11 yea…
Psychology (49 works) · Social Psychology (41 works) · Developmental psychology (40 works) · Social and Intergroup Psychology (32 works) · Social Psychology (32 works) · Sociology (20 works) · Cultural Differences and Values (15 works) · Political science (15 works) · Ethnic group (12 works) · Social group (12 works)