DEVELOPMENT OF GENDER AND RACE STEREOTYPES IN CHILDREN

儿童性别和种族刻板印象的形成

• 批准号: 3322878
• 负责人: PHYLLIS A KATZ
• 金额: $ 18.35万
• 依托单位: INSTITUTE FOR RESEARCH ON SOCIAL PROBLEM
• 依托单位国家: 美国
• 财政年份: 1993
• 资助国家: 美国
• 起止时间: 1993-07-27 至 1994-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3322878
• 关键词: African American; attitude; caucasian American; child behavior; child psychology; cognition; early experience; family structure /dynamics; female; gender difference; human subject; identity; interpersonal relations; longitudinal human study; male; middle childhood (6-11); preference; prejudice; preschool child (1-5); racial /ethnic difference; self concept; social perception; socializations; statistics /biometry

The research described in this proposal is directed towards the dual issues of how gender and race schemas develop in preschool children and how this development has been affected by earlier behavior and socialization experiences. A longitudinal study is proposed that will assess Euro-American and African-American children and their families, beginning when the children age 4 1/2 - 5 until they are 6. The proposed study is a follow-up of an almost completed longitudinal study that began with these same families when their children were 6 months of age. Thus, the proposed data collection, combined with the earlier one, will span the entire developmental range from infancy through formal school entrance, an age period that is pivotal in the formation of race and gender learning. This data set will be unique because the longitudinal sample is multiethnic and socioeconomically diverse, because both gender and race schemas are examined in the same children, and because it permits investigation of how learning in the infancy and toddler periods relates to subsequent preschool attitudes and behaviors. In addition to this sample, 60 cross-sectional cohort African-American and Euro-American children (and their families) will be tested at 3, and 60 at 6 years of age, in order to assess possible repeated-testing effects in the longitudinal sample. A multidimensional schematic model is proposed that differentiates four components of gender- and race-schemas, and relates them to a variety of familial variables. Based upon the model, three general issues will be examined: (1) understanding how the multiple components of gender- and related learning are acquired and change over the first 6 years of life; (2) delineating similarities, differences and consequences of race- and gender-schemas, and (3) assessing the relation of early developmental indicators, socialization experiences, and family structure variables to preschoolers' gender and racial attitudes. Because gender and race categories are both central to social development, the proposed data collection will have important theoretical and pragmatic implications for understanding self-identify development, attitudes and future intergroup relations.

本提案中描述的研究针对双重 学龄前儿童的性别和种族图式如何发展的问题 这种发展是如何受到早期行为的影响的 社交经历。 建议进行一项纵向研究 评估欧美和非裔美国儿童及其家庭， 从孩子 4 1/2 - 5 岁开始直到他们 6 岁。 该研究是一项几乎完成的纵向研究的后续研究，该研究已开始 当他们的孩子 6 个月大时，他们就和这些家庭在一起。 因此， 拟议的数据收集与之前的数据收集相结合，将涵盖 从婴儿期到正规学校的整个发展范围 入学年龄是种族形成的关键时期 性别学习。 该数据集将是唯一的，因为纵向 样本是多种族且社会经济多样化的，因为性别 和种族图式在同一个孩子中进行检查，并且因为它 允许研究婴儿期和幼儿期的学习方式 与随后的学前态度和行为有关。 此外 该样本包含 60 个横截面队列，非裔美国人和欧美人 儿童（及其家人）将在 3 岁接受检测，60 岁则在 6 岁时接受检测 年龄，以评估可能的重复测试效果 纵向样本。 提出了一个多维示意模型来区分四种 性别和种族图式的组成部分，并将它们与各种 家庭变量。 根据该模型，将解决三个一般问题 检查：（1）了解性别和性别的多重组成部分如何 相关学习是在生命的前 6 年中获得和改变的； (2) 描述种族和种族的相似点、差异和后果 性别图式，以及（3）评估早期发展的关系 指标、社会化经历和家庭结构变量 学龄前儿童的性别和种族态度。 因为性别和种族类别都是社会的核心 的发展，所提出的数据收集将具有重要的理论意义 以及对理解自我认同发展的务实意义， 态度和未来的群体间关系。