Katherine Luken Raz
Biographic Data
| ID | 4460484 |
|---|---|
| NAME | Katherine Luken Raz |
| GIVEN NAMES | Katherine Luken |
| FAMILY NAME | Raz |
| SIGNATURE | RAZ K L |
| AFFILIATIONS | University of Maryland, College Park |
| ORCID | 0000-0003-1666-5704 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
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…
Developing inclusive youth: Children’s Moral Reasoning Predicts Inclusive Orientations
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…
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…
“This kid looks like he has everything”: 3- To 11-Year-Old Children’s Concerns for Fairness and Social Preferences When Peers Differ in Social Class and Race
This study investigated 3- to 11-year-old US children's (N = 348) perceptions of access to resources, social group preferences, and resource distribution decisions and reasoning when hypothetical peers differed in social class (poor or rich) and race (Black or White). Data were collected in 2019. The sample reflected the region where data were collected in terms of gender (44% girls, 30% boys, 1% another identity) and race and ethnicity (46% Whit…
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…
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…
“This kid looks like he has everything”: 3- To 11-Year-Old Children’s Concerns for Fairness and Social Preferences When Peers Differ in Social Class and Race
This study investigated 3- to 11-year-old US children's (N = 348) perceptions of access to resources, social group preferences, and resource distribution decisions and reasoning when hypothetical peers differed in social class (poor or rich) and race (Black or White). Data were collected in 2019. The sample reflected the region where data were collected in terms of gender (44% girls, 30% boys, 1% another identity) and race and ethnicity (46% Whit…
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…
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…
Developing inclusive youth: Children’s Moral Reasoning Predicts Inclusive Orientations
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…
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.…
Developmental psychology (5 works) · Psychology (5 works) · Social and Intergroup Psychology (5 works) · Peer group (4 works) · Social Psychology (4 works) · Sociology (3 works) · Child and Animal Learning Development (2 works) · Ethnic group (2 works) · Gender Studies (2 works) · Perception (2 works)