Young Children & Implicit Racial Biases
Datos Bibliográficos
| ID | 9684846 |
|---|---|
| Autores | Andrew N Meltzoff (0000-0001-8683-0547, autor de correspondencia), Walter Gilliam (0000-0002-1281-6504), Walter S Gilliam |
| Año | 2024 |
| Volumen | 153 |
| Número | 1 |
| Páginas | 65-83 |
| Fecha de publicación | 2024-03-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Daedalus (JOURNAL) |
| Identificadores de la revista | ISSN: 0011-5266 • E-ISSN: 1548-6192 |
| Editorial | MIT Press (PUBLISHER • US) |
| DOI | 10.1162/daed_a_02049 |
| OpenAlex | W4392543503 |
| Idioma | EN |
| Citas recibidas | 4 |
| Referencias citadas | 33 |
Children are not born harboring racial biases, but they are born learning. Young children, even infants, learn from the “mere observation” of other people's behavior. Nonverbal signals of racial biases are abundant in children's everyday social environments. Studies show that preschool children acquire social group biases when they observe other people's social interactions and nonverbal behaviors. These new findings have implications for child development and educational equity. Even before kindergarten, racial biases are caught even when not explicitly taught, suggesting the need for practical actions for parents, teachers, and others concerned about the transmission of racial bias across generations
Race (biology · Racial bias · Sociology · Diverse Educational Innovations Studies · Early Childhood Education and Development · Gender Studies · Psychology
Preschool and Child Care Expulsion and Suspension
Prejudice Reduction
Foundations for a New Science of Learning
Two Strikes
Gender stereotypes about interests start early and cause gender disparities in computer science and engineering
Does Seeing Faces of Young Black Boys Facilitate the Identification of Threatening Stimuli?
Race Is Not Neutral
Why Antibias Interventions (Need Not) Fail
Racial Awareness and Bias Begin Early
Is there a glass ceiling for ethnic minorities to enter leadership positions? Evidence from a field experiment with over 12,000 job applications
“Martin Luther King Fixed It”
Engaging White parents to address their White children's racial biases in the Black-White context
The Effect of Teacher–Child Race/Ethnicity Matching and Classroom Diversity on Children's Socioemotional and Academic Skills
The Development of Implicit Attitudes
The Effects of Age, Dosage, and Poverty on Second Language Learning through SparkLingTM in Infant Education Centers in Madrid, Spain
Childhood Experiences and Intergroup Biases among Children
Is gender more important and meaningful than race? An analysis of racial and gender identity among Black, White, and mixed-race children
Socialization of racial ideology by White parents
Teacher-child racial/ethnic match within pre-kindergarten classrooms and children’s early school adjustment
Lead teacher, assistant teacher, and peer racial/ethnic match and child outcomes for Black children enrolled in enhanced high-quality early care and education programs
Perceptual individuation training (but not mere exposure) reduces implicit racial bias in preschool children
Preference for high status predicts implicit outgroup bias among children from low-status groups
Developmental differences in the malleability of implicit racial bias following exposure to counterstereotypical exemplars
Learning about causes from people
Understanding the intentions of others
Teachers Are People Too
Implicit Bias as a Cognitive Manifestation of Systemic Racism
The psychology of American racism
Seeing Black
The essence of innocence
Acquiring group bias
Toddlers prefer those who win but not when they win by force
| Obras citantes distintas | 4 |
|---|---|
| Citas por año | 2 |
| Intervalo de citas | 2024 - 2026 (3) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 4 |