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 likely to view interracial and same‐race peer exclusion as wrong, associate positive traits with peers of different racial, ethnic, and gender backgrounds, and report play with peers from diverse backgrounds than were children in the control group. Many approaches are necessary to achieve antiracism in schools. This intervention is one component of this goal for developmental science.
In response to some resource inequalities, children give priority to moral concerns. Yet, in others, children show ingroup preferences in their evaluations and resource allocations. The present study ...built upon this knowledge by investigating children's and young adults’ (N = 144; 5–6‐year‐olds, Mage = 5.83, SDage = .97; 9–11‐year‐olds, Mage = 10.74, SDage = .68; and young adults, Mage = 19.92, SDage = 1.10) evaluations and allocation decisions in a science inequality context. Participants viewed vignettes in which male and female groups received unequal amounts of science supplies, then evaluated the acceptability of the resource inequalities, allocated new boxes of science supplies between the groups, and provided justifications for their choices. Results revealed both children and young adults evaluated inequalities of science resources less negatively when girls were disadvantaged than when boys were disadvantaged. Further, 5‐ to 6‐year‐old participants and male participants rectified science resource inequalities to a greater extent when the inequality disadvantaged boys compared to when it disadvantaged girls. Generally, participants who used moral reasoning to justify their responses negatively evaluated and rectified the resource inequalities, whereas participants who used group‐focused reasoning positively evaluated and perpetuated the inequalities, though some age and participant gender findings emerged. Together, these findings reveal subtle gender biases that may contribute to perpetuating gender‐based science inequalities both in childhood and adulthood.
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 their gender stereotypes about toy preferences, how often they engage in counterstereotypical playmate experiences, and their desire to play with peers who hold counterstereotypical toy preferences. Children with less gender stereotype-consistent expectations reported more playmate experiences with children who played with toys that were gender counterstereotypical compared to children with more gender stereotype-consistent expectations. Additionally, children with less gender stereotype-consistent expectations reported a greater desire to play with peers who held counterstereotypical toy preferences compared to children with more gender stereotype-consistent expectations. Younger children's reported playmate experiences with peers who liked toys that were gender counterstereotypical and their desire to play with these peers were strongly related to their gender stereotypical expectations (and more so than for older children). Together, these findings indicate that children's gender stereotypes and peer playmate experiences are related to their desire to play with peers who hold counterstereotypical toy preferences, highlighting the importance of facilitating diverse friendships for promoting inclusive orientations in childhood.
Children (n = 121, M = 9.86 years, SD = 0.64) and adolescents (n = 101, M = 12.84 years, SD = 0.69) evaluated proactive and passive bystander behaviour to intergroup name‐calling (N = 222, 54% ...female). Scenarios depicted ingroup perpetrators and outgroup victims who were from a stigmatized group (ethnicity) or a non‐stigmatized group (school affiliation), with bystanders depicted as being proactive (intervening to help) or passive (failing to challenge the aggression), counter to their own group's norm. Children and adolescents personally evaluated proactive bystanders more favourably than passive bystanders. However, adolescents, more than children, expected their peers to be more positive about proactive bystanders than passive bystanders in the stigmatized context. Results are discussed in terms of the complexities of bystander decisions and implications for anti‐bullying interventions.
Reducing prejudice in childhood requires changing group norms that often perpetuate prejudicial attitudes and in-group bias. Research has shown that intergroup contact is one of the most effective ...means to reduce prejudice. Yet little research has examined whether intergroup contact in the form of class discussions that challenge negative group norms might promote the desire to play with diverse peers. This study tested whether a classroom intervention program, Developing Inclusive Youth, which included experiences of direct and indirect contact, would increase children’s desire for contact with diverse peers and reduce reported experiences of social exclusion. A multisite randomized control trial was implemented with 983 students (502 females; 58.5% White; M age = 9.64 years) and 48 teachers in 48 third-, fourth-, and fifth-grade classrooms across six schools. Overall, students in the program displayed more positive expectations about play with diverse peers and fewer experiences with social exclusion. Classroom discussions involved challenging group norms that perpetuate same-group preferences. Children’s grade moderated their desire for contact with peers from some but not all social groups. This type of program may be an effective means for increasing positive, inclusive group norms in childhood, as this is a time in development when attitudes and preferences for peer friendships are forming. Increasing positive intergroup norms in the classroom creates academic learning environments that promote healthy child development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
Abstract Background Fragile X syndrome (FXS) is the most common form of inherited intellectual disability. FXS is caused by a silencing of the FMR1 gene that results in a loss or absence of the ...gene’s protein product, fragile X mental retardation protein. The phenotype of FXS is consistently associated with heightened anxiety, though no previous study has investigated attentional bias towards threat, a hallmark of anxiety disorders, in individuals with FXS. Methods The current study employs a passive viewing eye tracking version of the dot probe task to investigate attentional biases towards emotional faces in young children with (N=47) and without FXS (N=94). Results We found that the FXS group showed a significantly greater bias towards threatening than positive emotions. This threat specificity was not seen in either a mental age matched or chronologically age matched group of typically developing (TD) children. Unlike the TD groups, the FXS group showed no bias towards positive emotion. Conclusions The current study shows that children with FXS have a significant bias towards threatening information, an attentional profile that has been linked with anxiety. It also supports utilization of eye tracking methodology to index neural and attentional responses in young children with FXS.
This study investigated the role of children’s own gender stereotypes and peer playmate experiences in shaping their desire to play with peers who hold counter-stereotypic preferences (e.g., a boy ...who likes dolls or a girl who likes trucks). Specifically, children (4- to 8-year-olds;
N
= 95;
M
= 6.11,
SD
= 1.34; 46 female, 49 male; sampling population: 67% White, 18% Black, 8% Latinx, 4% Asian, 3% Other; median household income: $97,810) were interviewed about their gender stereotypes about toy preferences, how often they engage in counter-stereotypic playmate experiences, and their desire to play with peers who hold counter-stereotypic toy preferences. Children with less gender stereotype-consistent expectations reported more playmate experiences with children who played with toys that were gender counter-stereotypic compared to children with more gender stereotype-consistent expectations. Additionally, children with less gender stereotype-consistent expectations reported a greater desire to play with peers who held counter-stereotypic toy preferences compared to children with more gender stereotype-consistent expectations. Younger children’s reported playmate experiences with peers who liked toys that were gender counter-stereotypic and their desire to play with these peers were strongly related to their gender stereotypic expectations (and more so than for older children). Together, these findings indicate that children’s gender stereotypes and peer playmate experiences are related to their desire to play with peers who hold counter-stereotypic toy preferences, highlighting the importance of facilitating diverse friendships for promoting inclusive orientations in childhood.
The current study examines attentional biases toward male and female emotional faces in a sample of infants and young children. Participants were 110 infants and young children who were between 9 and ...48 months. These children watched a passive version of a dot probe task that included emotional (happy and angry) male and female faces. Results indicate that infants and young children show a significant attention bias towards female emotional faces, regardless of emotion, over female neutral faces, and that the opposite is true of male faces, with infants and young children showing an attention bias towards male neutral faces over emotional ones. Results are discussed from the context of infant experience with and exposure to male and female faces, and implications for child development research are explored.
•Young children show a visual attention bias to emotional female faces.•Young children show a visual attention bias to neutral over emotional male faces.•Young children visually avoid male emotional faces when paired with neutral faces.
Radio interferometers targeting the 21cm brightness temperature fluctuations at high redshift are subject to systematic effects that operate over a range of different timescales. These can be ...isolated by designing appropriate Fourier filters that operate in fringe-rate (FR) space, the Fourier pair of local sidereal time (LST). Applications of FR filtering include separating effects that are correlated with the rotating sky vs. those relative to the ground, down-weighting emission in the primary beam sidelobes, and suppressing noise. FR filtering causes the noise contributions to the visibility data to become correlated in time however, making interpretation of subsequent averaging and error estimation steps more subtle. In this paper, we describe fringe rate filters that are implemented using discrete prolate spheroidal sequences, and designed for two different purposes -- beam sidelobe/horizon suppression (the `mainlobe' filter), and ground-locked systematics removal (the `notch' filter). We apply these to simulated data, and study how their properties affect visibilities and power spectra generated from the simulations. Included is an introduction to fringe-rate filtering and a demonstration of fringe-rate filters applied to simple situations to aid understanding.
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