Amanda R Burkholder
Biographic Data
| ID | 4460259 |
|---|---|
| NAME | Amanda R Burkholder |
| GIVEN NAMES | Amanda R |
| FAMILY NAME | Burkholder |
| SIGNATURE | BURKHOLDER A R |
| AFFILIATIONS | University of Maryland |
| ORCID | 0000-0002-4667-1681 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
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…
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…
Testing the effectiveness of the Developing Inclusive Youth program: A multisite randomized control trial
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…
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…
Giving priority to race or wealth in peer group contexts involving social inclusion
This study investigated children's and adolescents' predictions regarding intergroup inclusion in contexts where peers differed on two dimensions of group membership: race and wealth. African American and European American participants ( N = 153; age range: 8-14 years, M age = 11.46 years) made predictions about whether afterschool clubs would prefer to include a peer based on race or wealth and reported what they personally thought should happen…
Peer and parental sources of influence regarding interracial and same‐race peer encounters
This study investigated the socializing influence of peers and parents in interracial encounters by disentangling how children and adolescents consider peer and parent messages when predicting interracial and same-race inclusion. Black and White children (9-14 years old, N = 246) predicted the likelihood of interracial and same-race peer inclusion and provided justifications for their expectations when peer and parent sources of influence were pr…
Children's and Adolescents’ Evaluations of Intergroup Exclusion in Interracial and Interwealth Peer Contexts
Children and adolescents (N = 153, ages 8–14 years, Mage = 11.46 years) predicted and evaluated peer exclusion in interwealth (high-wealth and low-wealth) and interracial (African American and European American) contexts. With age, participants increasingly expected high-wealth groups to be more exclusive than low-wealth groups, regardless of their depicted race. Furthermore, children evaluated interwealth exclusion less negatively than interraci…
Lying, negligence, or lack of knowledge? Children’s intention-based moral reasoning about resource claims
In a hidden inequality context, resource allocators and resource recipients are unaware that an unknowingly advantaged recipient possesses resources. The present study presented children aged 3-13 years (N = 121) with a hidden inequality vignette involving an accidental transgression in which one resource claimant, who unknowingly possessed more resources than another claimant, made an "unintentional false claim" to resources. This unintentional …
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…
Early Life Stress: Effects on the Regulation of Anxiety Expression in Children and Adolescents
This study examined children's ( N = 79; 9-10 years) and adolescents' ( N = 82; 15-16 years) ability to regulate their emotion expressions of anxiety as they completed a modified version of the Trier Social Stress Test for Children (TSST-C). Approximately half in each age group were internationally adopted from institutional care ( N = 79) and half were non-adopted, age-matched peers ( N = 82). Institutional care was viewed as a form of early lif…
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…
Giving priority to race or wealth in peer group contexts involving social inclusion
This study investigated children's and adolescents' predictions regarding intergroup inclusion in contexts where peers differed on two dimensions of group membership: race and wealth. African American and European American participants ( N = 153; age range: 8-14 years, M age = 11.46 years) made predictions about whether afterschool clubs would prefer to include a peer based on race or wealth and reported what they personally thought should happen…
Peer and parental sources of influence regarding interracial and same‐race peer encounters
This study investigated the socializing influence of peers and parents in interracial encounters by disentangling how children and adolescents consider peer and parent messages when predicting interracial and same-race inclusion. Black and White children (9-14 years old, N = 246) predicted the likelihood of interracial and same-race peer inclusion and provided justifications for their expectations when peer and parent sources of influence were pr…
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…
Lying, negligence, or lack of knowledge? Children’s intention-based moral reasoning about resource claims
In a hidden inequality context, resource allocators and resource recipients are unaware that an unknowingly advantaged recipient possesses resources. The present study presented children aged 3-13 years (N = 121) with a hidden inequality vignette involving an accidental transgression in which one resource claimant, who unknowingly possessed more resources than another claimant, made an "unintentional false claim" to resources. This unintentional …
Early Life Stress: Effects on the Regulation of Anxiety Expression in Children and Adolescents
This study examined children's ( N = 79; 9-10 years) and adolescents' ( N = 82; 15-16 years) ability to regulate their emotion expressions of anxiety as they completed a modified version of the Trier Social Stress Test for Children (TSST-C). Approximately half in each age group were internationally adopted from institutional care ( N = 79) and half were non-adopted, age-matched peers ( N = 82). Institutional care was viewed as a form of early lif…
Early Life Stress: Effects on the Regulation of Anxiety Expression in Children and Adolescents
This study examined children's ( N = 79; 9-10 years) and adolescents' ( N = 82; 15-16 years) ability to regulate their emotion expressions of anxiety as they completed a modified version of the Trier Social Stress Test for Children (TSST-C). Approximately half in each age group were internationally adopted from institutional care ( N = 79) and half were non-adopted, age-matched peers ( N = 82). Institutional care was viewed as a form of early lif…
Lying, negligence, or lack of knowledge? Children’s intention-based moral reasoning about resource claims
In a hidden inequality context, resource allocators and resource recipients are unaware that an unknowingly advantaged recipient possesses resources. The present study presented children aged 3-13 years (N = 121) with a hidden inequality vignette involving an accidental transgression in which one resource claimant, who unknowingly possessed more resources than another claimant, made an "unintentional false claim" to resources. This unintentional …
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…
Children's and Adolescents’ Evaluations of Intergroup Exclusion in Interracial and Interwealth Peer Contexts
Children and adolescents (N = 153, ages 8–14 years, Mage = 11.46 years) predicted and evaluated peer exclusion in interwealth (high-wealth and low-wealth) and interracial (African American and European American) contexts. With age, participants increasingly expected high-wealth groups to be more exclusive than low-wealth groups, regardless of their depicted race. Furthermore, children evaluated interwealth exclusion less negatively than interraci…
Giving priority to race or wealth in peer group contexts involving social inclusion
This study investigated children's and adolescents' predictions regarding intergroup inclusion in contexts where peers differed on two dimensions of group membership: race and wealth. African American and European American participants ( N = 153; age range: 8-14 years, M age = 11.46 years) made predictions about whether afterschool clubs would prefer to include a peer based on race or wealth and reported what they personally thought should happen…
Peer and parental sources of influence regarding interracial and same‐race peer encounters
This study investigated the socializing influence of peers and parents in interracial encounters by disentangling how children and adolescents consider peer and parent messages when predicting interracial and same-race inclusion. Black and White children (9-14 years old, N = 246) predicted the likelihood of interracial and same-race peer inclusion and provided justifications for their expectations when peer and parent sources of influence were pr…
Testing the effectiveness of the Developing Inclusive Youth program: A multisite randomized control trial
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…
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…
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…
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…
Beliefs About Wealth and Mobility are Related to Evaluations of Economic Inequalities
Developmental psychology (10 works) · Psychology (10 works) · Social and Intergroup Psychology (7 works) · Social Psychology (7 works) · Social Psychology (6 works) · Sociology (6 works) · Peer group (5 works) · Gender Studies (4 works) · Political science (4 works) · Cultural Differences and Values (3 works)