Elise M Kaufman
Biographic Data
| ID | 4460103 |
|---|---|
| NAME | Elise M Kaufman |
| GIVEN NAMES | Elise M |
| FAMILY NAME | Kaufman |
| SIGNATURE | KAUFMAN E M |
| AFFILIATIONS | University of Maryland, College Park |
| ORCID | 0000-0002-7419-0164 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
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 …
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.…
Children's evaluations of interracial peer inclusion and exclusion: The role of intimacy
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…
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…
Teachers’ beliefs, values, and likelihood of talking about group-based discrimination
Teachers’ beliefs, values, and likelihood of talking about group-based discrimination
Children's evaluations of interracial peer inclusion and exclusion: The role of intimacy
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…
Teachers’ beliefs, values, and likelihood of talking about group-based discrimination
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…
Children's evaluations of interracial peer inclusion and exclusion: The role of intimacy
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…
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 …
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.…
Social and Intergroup Psychology (6 works) · Psychology (4 works) · Social Psychology (4 works) · Developmental psychology (3 works) · Peer group (3 works) · Social Psychology (3 works) · Critical Race Theory in Education (2 works) · Gender Studies (2 works) · Racial and Ethnic Identity Research (2 works) · Social exclusion (2 works)