Talking to Children About Race, Gender, and Social Issues
Review and Recommendations
Bibliographic Data
| ID | 22124652 |
|---|---|
| Authors | Lacey J Hilliard (0000-0002-6042-8135, Suffolk University, corresponding author), Matthew K Attaya (Suffolk University), Michelle Millben (Explanation Kids, Alexandria, VA, USA) |
| Year | 2021 |
| Volume | 8 |
| Issue | 2 |
| Pages | 167-174 |
| Publication date | 2021-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Policy Insights from the Behavioral and Brain Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2372-7322 • E-ISSN: 2372-7330 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/23727322211033876 |
| OpenAlex | W3198924337 |
| Language | EN |
| Citations received | 2 |
| References cited | 46 |
Children notice group conflict and societal injustices. Educators and caregivers sometimes shield children from challenging social issues because they think that children cannot understand complex topics or because they think learning the information will be harmful. By avoiding such conversations, educators and caregivers are ignoring societal structures that privilege some groups over others. Children are aware of current events, social issues, and differences between people. They come to their own conclusions about the observed differences and differential treatment but without the tools to challenge biases and inequities. This brief reviews research on children’s developmental capacity to understand discrimination, with a focus on early-to-middle childhood and topics related to race, gender, and immigration status. Implications for policy and practice appear alongside recommendations, with a particular focus on the benefits to having these challenging conversations in schools
Developmental psychology · Immigration · Notice · Political science · Public relations · Sociology · Critical Race Theory in Education · Early Childhood Education and Development · Educator Training and Historical Pedagogy · Gender Studies · Psychology
Race, identity, and representation in education
Controversy in the Classroom
Three‐month‐olds, but not newborns, prefer own‐race faces
Dialogic Leadership for Social Justice
Perceived Experiences With Sexism Among Adolescent Girls
Racial Color Blindness
Promoting children's positive intergroup attitudes towards stigmatized groups
Children's Perceptions of Discrimination
Psychosocial Benefits of Cross-Ethnic Friendships in Urban Middle Schools
Consequences of Learning About Historical Racism Among European American and African American Children
“It Wasn’t Me!”
Enjoying Each Other’s Company
Addressing Sexism With Children
Social-Developmental Perspective on Intergroup Attitudes towards Immigrants and Refugees in Childhood and Adolescence
Children's Search for Gender Cues
Racism Without Racists
Consequences of “Minimal” Group Affiliations in Children
The Development and Consequences of Stereotype Consciousness in Middle Childhood
For millions of people, this is real trauma”
Effects of Learning about Gender Discrimination on Adolescent Girls' Attitudes Toward and Interest in Science
Teaching Children to Confront Peers’ Sexist Remarks
Where We Have Been and Where We Can Go From Here
Can Fostering Children's Ability to Challenge Sexism Improve Critical Analysis, Internalization, and Enactment of Inclusive, Egalitarian Peer Relationships
An ecological case-study of the benefits and challenges of socially-just leadership engaging in ‘challenging conversations’ about social disharmony
The acquisition of gender labels in infancy
Increasing outgroup trust, reducing infrahumanization, and enhancing future contact intentions via imagined intergroup contact
The impact of multiculturalism versus color-blindness on racial bias
Relations Between Colorblind Socialization and Children’s Racial Bias
Racial/Ethnic Discrimination and Adolescents’ Well-Being
Political Knowledge, Political Engagement, and Civic Education
Imagined Intergroup Contact and Common Ingroup Identity
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |