Melanie Killen
Dados Biográficos
| ID | 339074 |
|---|---|
| NOME | Melanie Killen |
| PRENOMES | Melanie |
| SOBRENOME | Killen |
| ASSINATURA | KILLEN M |
| AFILIAÇÕES | University of Maryland, College Park |
| ORCID | 0000-0002-6392-9373 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 110 |
| TOTAL DE CITAÇÕES | 518 |
| TOTAL COMO AUTOR | 106 |
| TOTAL COMO EDITOR | 4 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1991 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 11 |
Adolescents' and children's expectations of fairness and bias in the classroom
This study examined U.S. youth ( N = 303, 51% female, 47.5% Black/African American, 36.9% White/European American, 15.5% Asian American/Pacific Islander) expectations of racial bias in an academic context. Children ( n = 172, ages 8–11, M age = 10.34) and adolescents ( n = 131, ages 12–14, M age = 13.09) viewed vignettes in which a teacher or peer preferred one racial group (Asian, Black, or White) for academic recognition. Participants provided …
Children’s and adolescents’ reasoning about distributive fairness and educational inequalities
To investigate children’s and adolescents’ reasoning about distributive fairness in a rural area of Nepal, we asked participants (53% girls, N = 706, M age = 13.48; SD age = 1.79) to distribute educational resources to schools that varied by social class (SC) and to justify their allocation. Most participants allocated equally or equitably; only a minority rewarded the higher-SC school with extra resources. Novel results revealed multiple forms o…
Children’s reasoning about challenging social exclusion of peers with learning difficulties
Inclusive classrooms aim to promote the social participation of children with learning difficulties (LD). Research shows that children without LD view it as fair to include their peers with LD into the classroom community. Still, children with LD often face social exclusion. This study addressed this gap by investigating how children reason about challenging LD-based exclusion. One objective was to document the distinction between children’s pers…
Expecting gender outgroup members to be inclusive is related to positive attributions and contact with outgroup members
Inclusive group norms can reduce children’s discriminatory behavior and contribute to positive and diverse peer relationships. Little is known about how outgroup inclusive group norms are associated with children’s behaviors and attitudes towards cross-gender peers. To address this gap, the present study investigated how 7–12-year-old American children’s ( N = 983, M Age = 9.64 years, SD Age = 0.89); 51% female; 58.5% White, 17.5% Multiethnic, 8.…
Peer Dislike and Future School Adjustment in Early Adolescence
Ethical and epistemic costs of a lack of geographical and cultural diversity in developmental science
Increasing geographical and cultural diversity in research participation has been a key priority for psychological researchers. In this article, we track changes in participant diversity in developmental science over the past decade. These analyses reveal surprisingly modest shifts in global diversity of research participants over time, calling into question the generalizability of our empirical foundation. We provide examples from the study of e…
Children's evaluations of interracial peer inclusion and exclusion
The present study investigated how Black and White American children, ages 6 to 9.5 years and 9.5 to 12 years (N = 219, M Age = 9.18 years, SDAge = 1.90; 51% female) evaluated vignettes in which peers included a same- or cross-race peer in a high-intimacy or low-intimacy context. These data were collected from 2021 to 2022. Children expected characters to be less likely to include cross-race peers in high- than low-intimacy contexts. They also ev…
Developing inclusive youth
This study examined how children’s moral reasoning in response to intergroup exclusion scenarios relates to inclusive attitudes and behaviors. A sample of 528 students ( M age = 9.19, SD = 0.90; 264 girls) in third through fifth grade participated in the Developing Inclusive Youth (DIY) program, which provided structured opportunities for moral reasoning through varied intergroup scenarios and peer discussions. Results showed that more frequent u…
Beliefs About Wealth and Mobility are Related to Evaluations of Economic Inequalities
Children and adolescents rectify unequal allocations of leadership duties in the classroom
Little is known about how children and adolescents evaluate unequal teacher allocations of leadership duties based on ethnicity-race and gender in the classroom. U.S. boys and girls, White (40.7%), Multiracial (18.5%), Black/African American (16.0%), Latine (14.2%), Asian (5.5%), Pacific Islander (0.4%), and other (4.7%) ethnic-racial backgrounds, 8–14 years, N = 275, evaluated teacher allocations of high-status leadership positions favoring spec…
Teacher evaluations of interethnic bullying of an Arab student
Interethnic bullying that targets ethnic minority students has serious consequences for the lives of victimized students. Teachers’ evaluations of the bullying are critical because teacher intervention can stop bullying and improve the adjustment of victimized students. Because the literature has documented partially overlapping biases against people of Arab ethnicity and people with refugee backgrounds, this study investigated whether teachers’ …
Peer group norms affect adolescents’ bystander social cognitions
Does intergroup contact increase children’s desire to play with diverse peers and reduce experiences of social exclusion
Reducing prejudice in childhood requires changing group norms that often perpetuate prejudicial attitudes and in-group bias. Research has shown that intergroup contact is one of the most effective means to reduce prejudice. Yet little research has examined whether intergroup contact in the form of class discussions that challenge negative group norms might promote the desire to play with diverse peers. This study tested whether a classroom interv…
Cross‐group contact predicts positive beliefs about girls’ and Black peers’ STEM abilities and occupational prospects
High‐quality forms of intergroup contact, such as cross‐group play and friendships, have been identified as particularly effective for promoting positive beliefs toward outgroup peers. Relations between children's cross‐group play experiences and their beliefs about peers’ math and science competencies and high‐status occupational prospects have not yet been examined. Understanding these relations is important given that children from minoritized…
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…
Teachers’ beliefs, values, and likelihood of talking about group-based discrimination
Adolescents view social exclusion based on social class as more wrong than do children
Psychological attitudes about social status hierarchies and social mobility often reflect stereotypic expectations about competencies and entitlements based on inequalities. Children who experience exclusion based on social class are at risk of experiencing a lack of opportunities, contributing to societal disparities. Recently, developmental science has examined the origins of attitudes that contribute to social exclusion, reflecting moral judgm…
Promoting Fair and Just School Environments
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…
Testing the effectiveness of the Developing Inclusive Youth program
The Developing Inclusive Youth program is a classroom-based, individually administered video tool that depicts peer-based social and racial exclusion, combined with teacher-led discussions. A multisite randomized control trial was implemented with 983 participants (502 females; 58.5% White, 41.5% Ethnic/racial minority; Mage = 9.64 years) in 48 third-, fourth-, and fifth-grade classrooms across six schools. Children in the program were more likel…
Socioeconomic status biases among children and adolescents
Investigating socioeconomic status (SES) biases, Nepalese children and adolescents (N = 605, 52% girls, Mage = 13.21, SDage = 1.74) attending schools that varied by SES composition were asked to anticipate whether a peer would include a high or low SES character as a math partner. Novel findings were that students attending mixed SES schools were more likely to expect inclusion of a low SES character than were students attending high SES schools.…
Claims of wrongdoing by outgroup members heighten children's ingroup biases
Little is known about how group bias may impact children's acceptance of unsubstantiated claims. Most children view cheating as unfair. However, in competitive situations, when ambiguity surrounds the potential intention to cheat, group affiliation may lead children to support claims of cheating based solely on the team affiliation of the claimant, even when those claims are not clearly substantiated. Therefore, it may be particularly important t…
Developmental Perspectives on Social Inequalities and Human Rights
Social inequalities and human rights are inevitably linked to children’s and adolescents’ healthy development. Children who experience structural and interpersonal inequalities in access to resources and opportunities based on their gender, race, ethnicity, or other group categories are denied the right to fair treatment, which contributes to stress, anxiety, and depression. We assert that investigating the psychological perspectives that childre…
Science resource inequalities viewed as less wrong when girls are disadvantaged
In response to some resource inequalities, children give priority to moral concerns. Yet, in others, children show ingroup preferences in their evaluations and resource allocations. The present study built upon this knowledge by investigating children's and young adults' ( N = 144; 5-6-year-olds, M age = 5.83, SD age = .97; 9-11-year-olds, M age = 10.74, SD age = .68; and young adults, M age = 19.92, SD age = 1.10) evaluations and allocation deci…
Adolescents' evaluations of those who challenge exclusive and inclusive peer norms
Early and middle adolescents' judgments and reasonings about peers who challenge exclusive and inclusive peer group norms were examined across three studies with varying intergroup contexts. Study 1 participants included ( N = 199) non-Arab American participants responding to an Arab American/non-Arab American intergroup context. Study 2 included ( N = 123) non-Asian and ( N = 105) Asian American participants responding to an Asian/non-Asian Amer…
When to intervene and take a stand
Children ( n = 121, M = 9.86 years, SD = 0.64) and adolescents ( n = 101, M = 12.84 years, SD = 0.69) evaluated proactive and passive bystander behaviour to intergroup name‐calling ( N = 222, 54% female). Scenarios depicted ingroup perpetrators and outgroup victims who were from a stigmatized group (ethnicity) or a non‐stigmatized group (school affiliation), with bystanders depicted as being proactive (intervening to help) or passive (failing to …
A New Social-Cognitive Developmental Perspective on Prejudice
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…
Do Adolescents' Perceptions of Parental Racial Attitudes Relate to Their Intergroup Contact and Cross-Race Relationships
A developmental intergroup framework was used to investigate adolescents' perceptions of parents' messages about cross-race relationships, including friendship and dating, and to relate these attitudes to adolescents' self-reported levels of intergroup contact. Participants ( N = 347) were ninth- and twelfth-grade male and female students from the United States, of varying ethnicity. Findings indicated that intergroup contact was related to the l…
A Developmental Science Approach to Reducing Prejudice and Social Exclusion
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…
Children’s recognition of fairness and others’ welfare in a resource allocation task
The present study investigated age-related changes regarding children's (N = 136) conceptions of fairness and others' welfare in a merit-based resource allocation paradigm. To test whether children at 3- to 5-years-old and 6- to 8-years-old took others' welfare into account when dividing resources, in addition to merit and equality concerns, children were asked to allocate, judge, and reason about allocations of necessary (needed to avoid harm) a…
Young children's evaluations of exclusion in gender-stereotypic peer contexts
This study investigated how 50 preschool children (25 girls, 25 boys) evaluated the appropriateness of excluding boys and girls from two types of activities (doll play, truck play) and two types of future roles (playing a teacher, playing a firefighter) across different exclusion contexts. Children judged straight-forward exclusion from activities on the basis of gender as wrong, even if the child's gender was stereotypical of the activity. Furth…
Children rectify inequalities for disadvantaged groups
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…
Evaluations of interracial peer encounters by majority and minority US children and adolescents
U.S. majority (European-American) and minority (African-American, Latin-American, Asian-American) students were interviewed regarding race-based and non-race based reasons for exclusion in interracial peer dyads ( N = 685), evenly divided by gender at 4 th , 7 th , and 10 th grades attending 20 public schools. All students judged race-based exclusion as the most wrong followed by non-raced based reasons such as lack of shared interests, parental …
Fairness or stereotypes? Young children's priorities when evaluating group exclusion and inclusion
Social Exclusion of Children
Over the past decade, developmental and social psychological research has explicitly adopted a developmental intergroup framework, integrating social and developmental psychology fields to understand the origins of social exclusion and prejudice. This article argues that a social developmental analysis of how groups and individuals experience, evaluate, and understand exclusion is essential for a complete picture of the human experience, interpre…
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…
Intergroup Contact and Evaluations of Race-Based Exclusion in Urban Minority Children and Adolescents
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…
Adolescents' and Young Adults' Evaluations of Helping and Sacrificing for Others
Ninety adolescents and young adults (evenly divided by gender) were interviewed regarding their evaluations of helping and making a sacrifice to help in both distant and close relationships. Adolescents and young adults judged that it is important to help, satisfying to help, and wrong not to help, particularly when the recipients are in close relationships. With increasing age, helping behavior was viewed less as an obligation and more as a matt…
Children’s evaluations of individually and structurally based inequalities
Social inequalities limit important opportunities and resources for members of marginalized and disadvantaged groups. Understanding the origins of how children construct their understanding of social inequalities in the context of their everyday peer interactions has the potential to yield novel insights into when-and how-individuals respond to different types of social inequalities. The present study examined whether children ( N = 176; 3- to 8-…
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 …
Moral judgments about Jewish–Arab intergroup exclusion
Prejudice and discrimination as justifications for social exclusion are often viewed as violations of the moral principles of welfare, justice, and equality, but intergroup exclusion can also often be viewed as a necessary and legitimate means to maintain group identity and cohesion (Rutland, Killen, & Abrams, 2010). The current study was guided by the social reasoning developmental perspective (Killen & Rutland, 2011) to examine the moral judgme…
European American children’s and adolescents’ evaluations of interracial exclusion
No research, to date, has investigated the role of ethnic school composition (and intergroup contact) on European-American youth's use of stereotypes to explain interracial discomfort in the context of peer exclusion. In this study European-American 4 th , 7 th and 10 th grade students ( N = 414), attending low and high ethnically diverse public schools (with low and high self-reports of cross-race/ethnic friendships, respectively) evaluated thre…
The development of intergroup resource allocation
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…
Children’s evaluations of resource allocation in the context of group norms
This study investigated children's evaluations of peer group members who deviated from group norms about equal and unequal allocation of resources. Children, ages 3.5 to 4 years and 5 to 6 years (N = 73), were asked to evaluate a peer group member who deviated from 1 of 2 group allocation norms: (a) equal allocation of resources, or (b) unequal allocation of resources. Most children negatively evaluated deviant group members who espoused an unequ…
How social experience is related to children's intergroup attitudes
Intergroup attitudes were assessed in 7 and 10 years old European American and African American children from ethnically heterogeneous schools and in 7 and 10 years old European American children from ethnically homogeneous schools in order to test hypotheses about racial biases and judgments regarding cross‐race peer interactions (N = 302). Using an Ambiguous Situations Task, the findings revealed that European American children attending homoge…
Moral Reasoning in Violent Contexts
In order to assess the effects of displacement and exposure to violence on children's moral reasoning, Colombian children exposed to minimal violence (non-displaced or low-risk) ( N = 99) and to extreme violence (displaced or high-risk) ( N = 94), evenly divided by gender, at 6-, 9-, and 12 - years of age, were interviewed regarding their evaluation of peer-oriented moral transgressions (hitting and not sharing toys). The vast majority of childre…
Social inclusion and exclusion in same-race and interracial peer encounters
This study investigated children's and adolescents' predictions of inclusion and evaluations of exclusion in interracial and same-race peer contexts. The sample ( N = 246) consisted of African American ( n = 115) and European American ( n = 131) children and adolescents who judged the likelihood of including a new peer, evaluated the group's decision to exclude the new peer, and provided reasons for their judgments. European American participants…
Theory of mind is related to children’s resource allocations in gender stereotypic contexts
The present study investigated the relations between 4- to 6-year-old children's (N = 67) gender stereotypes, resource allocations, and mental state knowledge in gender-stereotypic contexts. Participants were told vignettes about female and male characters completing gender-stereotyped activities (making dolls or trucks). Children held stereotypic expectations regarding doll- and truck-making abilities, and these expectations predicted the degree…
Intergroup Contact is Related to Evaluations of Interracial Peer Exclusion in African American Students
The Influence of Group Stereotypes on Adolescents’ Moral Reasoning
The purpose for this study was to investigate adolescents’judgments about the appropriate punishment of other adolescents for accused transgressions in situations where stereotype information was present or absent. Ninety-two male and 85 female, predominantly European-American, ninth-grade adolescents made judgments about the appropriateness of punishing members of social reference groups for accused transgressions about which there was no clear …
Adolescent Reasoning about Drug Use
In this study, adolescents' reasoning about drug use was investigated from a social-cognitive perspective. In an interview and classification task, adolescents were asked to (a) evaluate drug use in comparison to other social and moral transgressions; (b) distinguish between soft and hard legal and illegal drugs; (c) conceptualize drug use in relation to acts of self-harm, such as suicide; (d) weigh legal, societal, physical, and psychological co…
Social interactional antecedents of conflict in young children
Preschool children pay attention to their addressees
The aim of this study was to examine whether preschool children take the gender of the addressee into account when disputing during peer exchanges. There are mixed findings on whether young children take their listeners into account (termed audience design); very little is known about whether the gender of the addressee is an influential variable on children's use of language, particularly during disputes. It was hypothesized that preschool child…
Autonomy and the personal
This chapter asserts that the personal domain is constructed by children in their interactions with adults. It describes studies that document the ways in which children claim the personal domain and assert their autonomy
Commentary
Piaget, Evolution, and Development
Based on the 25th Anniversary Symposium of the Jean Piaget Society, this book represents cutting-edge work on the mechanisms of cognitive, social, and cultural development
Adolescents' and Young Adults' Evaluations of Helping and Sacrificing for Others
Ninety adolescents and young adults (evenly divided by gender) were interviewed regarding their evaluations of helping and making a sacrifice to help in both distant and close relationships. Adolescents and young adults judged that it is important to help, satisfying to help, and wrong not to help, particularly when the recipients are in close relationships. With increasing age, helping behavior was viewed less as an obligation and more as a matt…
Adolescents' and Young Adults' Reasoning About Career Choice and the Role of Parental Influence
Adolescents' and young adults' evaluations of reasons used by adolescents for making career decisions, and the role of parental influence, were examined in interviews with 72 high school and college students evenly divided by gender and age (16,19, and 22 years old). Adolescents' evaluations of career decisions were contrasted with acts involving prudential, moral, and social-conventional consequences. The results showed that adolescents and youn…
The Influence of Group Stereotypes on Adolescents’ Moral Reasoning
The purpose for this study was to investigate adolescents’judgments about the appropriate punishment of other adolescents for accused transgressions in situations where stereotype information was present or absent. Ninety-two male and 85 female, predominantly European-American, ninth-grade adolescents made judgments about the appropriateness of punishing members of social reference groups for accused transgressions about which there was no clear …
Independence and interdependence in diverse cultural contexts
In this chapter, we propose that the individualistic-collectivistic construct ignores cultural complexities, and we illustrate our points by using examples from our empirical research conducted in Japan, Colombia, and the Middle East
Children's Social Reasoning about Inclusion and Exclusion in Gender and Race Peer Group Contexts
This study investigated whether children's and adolescents' judgments about exclusion of peers from peer group activities on the basis of their gender and race would differ by both age level and the context in which the exclusion occurred. Individual interviews about exclusion in several different contexts were conducted with 130 middle-class, European American children and adolescents. Younger children were expected to reject exclusion, by using…
Young children's evaluations of exclusion in gender-stereotypic peer contexts
This study investigated how 50 preschool children (25 girls, 25 boys) evaluated the appropriateness of excluding boys and girls from two types of activities (doll play, truck play) and two types of future roles (playing a teacher, playing a firefighter) across different exclusion contexts. Children judged straight-forward exclusion from activities on the basis of gender as wrong, even if the child's gender was stereotypical of the activity. Furth…
Fairness or stereotypes? Young children's priorities when evaluating group exclusion and inclusion
Between Culture and Biology
Between Culture and Biology breaks away from the traditional nature/nurture dialectic and brings together biological, psychological and cultural perspectives on development. In this thought-provoking book, the argument is put forward that the biological bases of behaviour and cultural context should be approached in an integrated fashion to properly understand ontogenetic development and that both the cultural and biological demain provide constr…
Social Reasoning about Racial Exclusion in Intimate and Nonintimate Relationships
This research investigated the contextual nature of decisions about racial exclusion by analyzing why individuals might be willing to accept members of other racial groups into some types of social relationships but nevertheless exclude them from other types of relationships. Our analysis examined the underlying reasoning processes used to make such decisions. We conducted two studies to test the types of reasoning used by young adults regarding …
Evaluations of Children's Gender Stereotypic Activities by Korean Parents and Nonparental Adults Residing in the United States
Objective. To determine how parents evaluate decisions about children's autonomy, Korean mothers and fathers as well as nonparental female and male adults, all living in the United States, were interviewed about parental decisions regarding children's engagement in gender consistent and gender inconsistent extracurricular activities. Design. A homogeneous sample of parents and nonparental adults (N = 80) participated to control for social experie…
Handbook of Moral Development
Contents Vol. 49, 2006
Acknowlegment
The End of Our Term
The Biology of Morality
Morality has been defined as prescriptive norms regarding how individuals ought to treat one another [Kant, 1785/1959]. The formulation of the categorical imperative – act in such a way that you would will your act to be universal – has led developmental psychologists to study the emergence, origins, structure, and sequence of children’s understanding of norms regarding justice, fairness, and equality [Piaget, 1932], and how children reason when …
Evaluations of interracial peer encounters by majority and minority US children and adolescents
U.S. majority (European-American) and minority (African-American, Latin-American, Asian-American) students were interviewed regarding race-based and non-race based reasons for exclusion in interracial peer dyads ( N = 685), evenly divided by gender at 4 th , 7 th , and 10 th grades attending 20 public schools. All students judged race-based exclusion as the most wrong followed by non-raced based reasons such as lack of shared interests, parental …
Social Evaluations of Stereotypic Images in Video Games
The aim of this study is to assess late adolescents' evaluations of and reasoning about gender stereotypes in video games. Female ( n = 46) and male ( n = 41) students, predominantly European American, with a mean age 19 years, are interviewed about their knowledge of game usage, awareness and evaluation of stereotypes, beliefs about the influences of games on the players, and authority jurisdiction over three different types of games: games with…
Intergroup Attitudes and Relations in Childhood Through Adulthood
This edited volume captures an exciting new trend in research on intergroup attitudes and relations, which concerns how individuals make judgments, and interact with individuals from different group categories, broadly defined in terms of gender, race, age, culture, religion, sexual orientation, and body type. This new approach is an integrative perspective, one which draws on theory and research in the areas of developmental and social psycholog…
Intergroup relations
Psychology (102 obras) · Social Psychology (87 obras) · Developmental psychology (78 obras) · Social and Intergroup Psychology (63 obras) · Social Psychology (60 obras) · Sociology (39 obras) · Political science (33 obras) · Psychology of Moral and Emotional Judgment (26 obras) · Cultural Differences and Values (24 obras) · Peer group (24 obras)