Michael T Rizzo
Biographic Data
| ID | 5137167 |
|---|---|
| NAME | Michael T Rizzo |
| GIVEN NAMES | Michael T |
| FAMILY NAME | Rizzo |
| SIGNATURE | RIZZO M T |
| AFFILIATIONS | New York University |
| ORCID | 0000-0002-2446-8340 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 114 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Theory of prejudiced mind predicts children’s understanding of and responses to discrimination by authorities.
155; 3-8 years old; 81 girls, 74 boys; 13.5% Asian, 17.4% Black, 14.2% Hispanic/Latine, 44.5% White, 7.1% multiracial, and 3.3% did not specify) completed a series of modified theory of mind tasks that were specifically designed to assess children's understanding that other people can hold biases (ToPM Diverse Social Preferences), false beliefs (ToPM False Beliefs About Social Groups), and prejudicial feelings (ToPM Hidden Prejudices) about group…
Does racial diversity affect White children’s racial bias and reasoning? Depends on where they live and how their social world is structured
By 4 years of age, White children from across the United States begin to exhibit an awareness of racial inequalities, along with in-group preferences for other White children. The present study explored how the size and racial diversity of White children's social network (e.g., friends, family, and classmates) and neighborhood (zip code) are related to variation in their explanations for racial disparities and anti-Black bias among a sample of 39…
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…
Desire to play with counterstereotypical peers is related to gender stereotypes and playmate experiences
This study investigated the role of children's gender stereotypes and peer playmate experiences in shaping their desire to play with peers who hold counterstereotypical preferences (e.g., a boy who likes dolls or a girl who likes trucks). Children (N = 95; 46 girls, 49 boys; 67% White, 18% Black, 8% Latinx, 4% Asian, 3% other; median household income = $US97,810) who were 4 to 8 years old (M = 6.11 years old, SD = 1.34) were interviewed about the…
Beliefs about social norms and racial inequalities predict variation in the early development of racial bias
Racism remains a pervasive force around the world with widespread and well documented harmful consequences for members of marginalized racial groups. The psychological biases that maintain structural and interpersonal racism begin to emerge in early childhood, but with considerable individual variation-some children develop more racial bias than others. The present study (N = 116; 4-year-old children) provides novel insights into the developmenta…
A Developmental-Science Perspective on Social Inequality
Many people believe in equality of opportunity but overlook and minimize the structural factors that shape social inequalities in the United States and around the world, such as systematic exclusion (e.g., educational, occupational) based on group membership (e.g., gender, race, socioeconomic status). As a result, social inequalities persist and place marginalized social groups at elevated risk for negative emotional, learning, and health outcome…
Do Children Distinguish Between Resource Inequalities With Individual Versus Structural Origins
This study investigated children's ability to distinguish between resource inequalities with individual versus structural origins. Children (3- to 8-years-old; N = 93) were presented with resource inequalities based on either recipients’ merit (individual factor) or gender (structural factor). Children were assessed on their expectations for others’ allocations, own allocations, reasoning, and evaluations of others’ allocations. Children perpetua…
Children’s evaluations of individually and structurally based inequalities: The role of status
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-…
The psychology of American racism
American racism is alive and well. In this essay, we amass a large body of classic and contemporary research across multiple areas of psychology (e.g., cognitive, developmental, social), as well as the broader social sciences (e.g., sociology, communication studies, public policy), and humanities (e.g., critical race studies, history, philosophy), to outline seven factors that contribute to American racism: (a) Categories, which organize people i…
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 …
Expectations for cross-ethnic inclusion by Asian American children and adolescents
Asian American youth’s inclusion decisions were investigated in cross-ethnic peer contexts (Asian and non-Asian). Ten-, 13-, and 16-year-old participants ( N = 134), enrolled in U.S. schools, decided whether to include a same-ethnic peer with different interests or a different-ethnic peer with similar interests. Findings showed that with age, participants more frequently included a peer who shared interests even when this peer was not of the same…
Young Children’s Ability to Recognize and Challenge Unfair Treatment of Others in Group Contexts
Although human societies provide protection from harm and enable the construction of collaborative and mutually beneficial social structures, they also pave the way for social hierarchies that deny equal treatment to certain portions of the population. Moral judgments about fairness and equality, as well as stereotypes, biases, and prejudice, emerge as early as 3 and 4 years of age. Investigating young children’s responses to the unfair treatment…
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…
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…
When and why parents prompt their children to apologize: The roles of transgression type and parenting style
Young children are sensitive to the importance of apologies, yet little is known about when and why parents prompt apologies from children. We examined these issues with parents of 3-10-year-old children ( N = 483). Parents judged it to be important for children to apologize following both intentional and accidental morally-relevant transgressions, and they anticipated prompting apologies in both contexts, showing an 'outcome bias' (i.e., a conce…
Children’s recognition of fairness and others’ welfare in a resource allocation task: Age related changes
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…
The psychology of American racism
American racism is alive and well. In this essay, we amass a large body of classic and contemporary research across multiple areas of psychology (e.g., cognitive, developmental, social), as well as the broader social sciences (e.g., sociology, communication studies, public policy), and humanities (e.g., critical race studies, history, philosophy), to outline seven factors that contribute to American racism: (a) Categories, which organize people i…
Children’s recognition of fairness and others’ welfare in a resource allocation task: Age related changes
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…
Children’s evaluations of individually and structurally based inequalities: The role of status
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-…
Beliefs about social norms and racial inequalities predict variation in the early development of racial bias
Racism remains a pervasive force around the world with widespread and well documented harmful consequences for members of marginalized racial groups. The psychological biases that maintain structural and interpersonal racism begin to emerge in early childhood, but with considerable individual variation-some children develop more racial bias than others. The present study (N = 116; 4-year-old children) provides novel insights into the developmenta…
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…
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…
Expectations for cross-ethnic inclusion by Asian American children and adolescents
Asian American youth’s inclusion decisions were investigated in cross-ethnic peer contexts (Asian and non-Asian). Ten-, 13-, and 16-year-old participants ( N = 134), enrolled in U.S. schools, decided whether to include a same-ethnic peer with different interests or a different-ethnic peer with similar interests. Findings showed that with age, participants more frequently included a peer who shared interests even when this peer was not of the same…
Does racial diversity affect White children’s racial bias and reasoning? Depends on where they live and how their social world is structured
By 4 years of age, White children from across the United States begin to exhibit an awareness of racial inequalities, along with in-group preferences for other White children. The present study explored how the size and racial diversity of White children's social network (e.g., friends, family, and classmates) and neighborhood (zip code) are related to variation in their explanations for racial disparities and anti-Black bias among a sample of 39…
Desire to play with counterstereotypical peers is related to gender stereotypes and playmate experiences
This study investigated the role of children's gender stereotypes and peer playmate experiences in shaping their desire to play with peers who hold counterstereotypical preferences (e.g., a boy who likes dolls or a girl who likes trucks). Children (N = 95; 46 girls, 49 boys; 67% White, 18% Black, 8% Latinx, 4% Asian, 3% other; median household income = $US97,810) who were 4 to 8 years old (M = 6.11 years old, SD = 1.34) were interviewed about the…
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 …
When and why parents prompt their children to apologize: The roles of transgression type and parenting style
Young children are sensitive to the importance of apologies, yet little is known about when and why parents prompt apologies from children. We examined these issues with parents of 3-10-year-old children ( N = 483). Parents judged it to be important for children to apologize following both intentional and accidental morally-relevant transgressions, and they anticipated prompting apologies in both contexts, showing an 'outcome bias' (i.e., a conce…
Children’s recognition of fairness and others’ welfare in a resource allocation task: Age related changes
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 Ability to Recognize and Challenge Unfair Treatment of Others in Group Contexts
Although human societies provide protection from harm and enable the construction of collaborative and mutually beneficial social structures, they also pave the way for social hierarchies that deny equal treatment to certain portions of the population. Moral judgments about fairness and equality, as well as stereotypes, biases, and prejudice, emerge as early as 3 and 4 years of age. Investigating young children’s responses to the unfair treatment…
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…
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…
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 …
Expectations for cross-ethnic inclusion by Asian American children and adolescents
Asian American youth’s inclusion decisions were investigated in cross-ethnic peer contexts (Asian and non-Asian). Ten-, 13-, and 16-year-old participants ( N = 134), enrolled in U.S. schools, decided whether to include a same-ethnic peer with different interests or a different-ethnic peer with similar interests. Findings showed that with age, participants more frequently included a peer who shared interests even when this peer was not of the same…
A Developmental-Science Perspective on Social Inequality
Many people believe in equality of opportunity but overlook and minimize the structural factors that shape social inequalities in the United States and around the world, such as systematic exclusion (e.g., educational, occupational) based on group membership (e.g., gender, race, socioeconomic status). As a result, social inequalities persist and place marginalized social groups at elevated risk for negative emotional, learning, and health outcome…
Do Children Distinguish Between Resource Inequalities With Individual Versus Structural Origins
This study investigated children's ability to distinguish between resource inequalities with individual versus structural origins. Children (3- to 8-years-old; N = 93) were presented with resource inequalities based on either recipients’ merit (individual factor) or gender (structural factor). Children were assessed on their expectations for others’ allocations, own allocations, reasoning, and evaluations of others’ allocations. Children perpetua…
Children’s evaluations of individually and structurally based inequalities: The role of status
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-…
The psychology of American racism
American racism is alive and well. In this essay, we amass a large body of classic and contemporary research across multiple areas of psychology (e.g., cognitive, developmental, social), as well as the broader social sciences (e.g., sociology, communication studies, public policy), and humanities (e.g., critical race studies, history, philosophy), to outline seven factors that contribute to American racism: (a) Categories, which organize people i…
Beliefs about social norms and racial inequalities predict variation in the early development of racial bias
Racism remains a pervasive force around the world with widespread and well documented harmful consequences for members of marginalized racial groups. The psychological biases that maintain structural and interpersonal racism begin to emerge in early childhood, but with considerable individual variation-some children develop more racial bias than others. The present study (N = 116; 4-year-old children) provides novel insights into the developmenta…
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…
Desire to play with counterstereotypical peers is related to gender stereotypes and playmate experiences
This study investigated the role of children's gender stereotypes and peer playmate experiences in shaping their desire to play with peers who hold counterstereotypical preferences (e.g., a boy who likes dolls or a girl who likes trucks). Children (N = 95; 46 girls, 49 boys; 67% White, 18% Black, 8% Latinx, 4% Asian, 3% other; median household income = $US97,810) who were 4 to 8 years old (M = 6.11 years old, SD = 1.34) were interviewed about the…
Does racial diversity affect White children’s racial bias and reasoning? Depends on where they live and how their social world is structured
By 4 years of age, White children from across the United States begin to exhibit an awareness of racial inequalities, along with in-group preferences for other White children. The present study explored how the size and racial diversity of White children's social network (e.g., friends, family, and classmates) and neighborhood (zip code) are related to variation in their explanations for racial disparities and anti-Black bias among a sample of 39…
Theory of prejudiced mind predicts children’s understanding of and responses to discrimination by authorities.
155; 3-8 years old; 81 girls, 74 boys; 13.5% Asian, 17.4% Black, 14.2% Hispanic/Latine, 44.5% White, 7.1% multiracial, and 3.3% did not specify) completed a series of modified theory of mind tasks that were specifically designed to assess children's understanding that other people can hold biases (ToPM Diverse Social Preferences), false beliefs (ToPM False Beliefs About Social Groups), and prejudicial feelings (ToPM Hidden Prejudices) about group…
Psychology (15 works) · Developmental psychology (14 works) · Social Psychology (12 works) · Social and Intergroup Psychology (11 works) · Social Psychology (11 works) · Child and Animal Learning Development (6 works) · Political science (6 works) · PsycINFO (6 works) · Sociology (6 works) · Early Childhood Education and Development (5 works)