Race I & II
What did Black preschoolers in 1940s respond when they were asked to choose which doll (White vs. Black) had positive vs. negative traits? And what legislation did this study help support?
Black preschoolers associated Black dolls with negative traits and White dolls with positive traits. The Brown v. Board of Education.
What is at least one criticism of ethnic-racial identity (ERI) models that new research is integrating more of?
1) Not integrating sociocultural context (thinking ERI is acontextual or acultural); 2) not thinking white people have ERI; everyone has ERI! 3) ERI is dynamic and can change across lifespan
When 5-year-old monolingual White children had to choose between a Black child with a native accent and a White child with a foreign accent, what did they do?
accent - they chose the Black child with a native accent.
In Thomsen et al. (2011), what did 10–13-month-old infants expect when a big agent and a small agent conflicted?
They expected the bigger agent to win (and looked longer when the big one fell instead).
In Castelli et al. (2008), when White adults spoke positively about a Black adult but displayed negative nonverbal behavior, what did children rely on to form their attitudes?
The adults’ nonverbal signals
Do U.S. adults underestimate or overestimate the Black-White wealth gap? Has historically the Black-White wealth gap decreased, increased, or not changed much?
Underestimate; in reality, Black-White wealth gap has not changed much.
Define cultural socialization, proactive ERI socialization, reactive socialization.
Cultural= families teaching/promoting cultural customs and ethnic/cultural pride; Proactive= prepare children to encounter bias/discrimination; Reactive= responding to race-related interaction; addressing once discrimination occurred
When 5-year-old monolingual White children had to choose between a foreign accented English speaker vs. foreign language speaker, what did they do?
Showed no clear preference even when they could understand foreign accented English speakers better than foreign language speaker
In Horwitz et al. (2014), which children showed ingroup preference: high-wealth group or low-wealth group?
Only children assigned to the high-wealth group preferred their own group.
In McGlothlin & Killen (2010), White children from racially homogeneous schools were more likely to interpret ambiguous interracial situations how and how was this related to cross-race friendship expectation?
They were more likely to interpret them in a way that favored White children and were less likely to expect cross-race friendship
What’s the difference between race vs. ethnicity?
Race is physical differences that groups and cultures consider socially significant vs. ethnicity is shared cultural characteristics such as language, ancestry, practice, and beliefs
Describe at least two positive effects of ERI development
1) ERI can help be resilient against discrimination; 2) help psychological, academic, and health outcomes; 3) decrease substance use; 4) more resistance/critical consciousness in minority adolescents; 5) increase anti-racism in White children
In DeJesus et al. (2017), what did French/Korean-English bilingual children do for 1) English vs. French/Korean language and 2) American accent English vs. French/Korean accented English?
They showed equal preference between languages but always preferred American accent.
By what age do children reliably identify who is “in charge” across multiple dimensions of power?
Even 3- to 4-year-olds are above chance, but accuracy increases with age and is strongest in adults. 3- to 4-year-old do struggle more with giving orders, and setting norms.
According to Rizzo et al. (2022), when White children live in neighborhoods with racial inequality, what type of explanation intrinsic (individual-based) vs. extrinsic (structural/systemic) was related to children choosing more Black children as friends?
extrinsic (structural/systemic) explanation
According to the Serrano-Vailiar & Calzada (2016) study on 3- to 6-year-old Mexican and Dominican children, among these three questions, which question did children struggle with the most? (did poorly?)
Ethnic self-identication: “Are you Mexican/Dominican American vs. Chinese?”
Ethnic self-stability: “When you grow up, will you be Mexican/Dominican American or Chinese?”
Ethnic knowledge: “What makes you Mexican/Dominican?”
Question 3 Ethnic Knowledge
After Black Lives Matter movement, did talk about race increase or decrease in White families vs. Black families?
Black families increased their race talk but white families did not.
Between race vs. language as cues for nationality, what do 5 to 6-year-old children vs. 9- to 10-year-old children privilege? Are there differences between U.S. and South Korea?
5- to 6-year-old children from both U.S. and Korea always privilege language over race for nationality. However, 9- to 10-year-old children from U.S. were in the middle about race & language for nationality, whereas 9- to 10-year-old children from Korea weigh race more.
In Mandalaywala et al. (2020), how did 3- to 6-year-old children place boys and girls on the status ladder?
Girls did not show difference for boys and girls but Boys placed boys higher on the ladder, especially as they got older.
According to research on Sesame Street, what made media interventions most effective at reducing bias?
Viewing combined with teacher/parent-led discussion
Roberts and Gelman (2016) found that some children struggle with race constancy (i.e., thinking race stays stable as children grow up vs. emotion)? Which of the following group(s) struggle with this?
White 5- to 6-year-olds
White 9- to 6-year-olds
White adults
Black 5- to 6-year-olds
Group 1: White 5-6-year-old are at chance thinking race is constant more than emotion; other groups thought race was more constant than emotion
What are the definitions of color-blind vs. color-conscious socialization and what did Apfelbaum et al. (2010) find about these two different types of socialization influencing children’s detection of racial discrimination?
Color-blind = avoid race; all the same; racism is of the past; color-conscious = talk about race; acknowledge differences; acknowledge racism still exists now. Apfelbaum et al. (2010) found color-blind makes children less likely to detect racial discrimination - even blatant ones.
What are two major findings that Rubin (1992) study on undergraduate students’ perception of TAs’ accent and race?
Heard the same lecture with a native American accent but one group saw a photo of a white TA and another of an Asian TA. Those assigned to the Asian TA photo thought (1) they heard a nonnative accent and (2) performed worse.
In Shutts et al. (2011), how did attending a multiracial Capetown school versus living in a predominately Xhosa township affect Xhosa children’s preferences for Xhosa versus White peers?
Xhosa children in multiracial Cape Town schools preferred White peers over Xhosa, whereas Xhosa children from racially homogeneous Xhosa townships were at change between White and Xhosa peers (so they are showing higher preference for Xhosa than multiracial township).
In Lamb et al. (2009), which intervention was more effective at helping children challenge sexist remarks: practicing responses or reading stories?
Practicing specific responses more than reading stories