What works to address prejudice? Look to developmental science research for the answer

November 1st, 2012 | RESEARCH

Developmental perspectives on prejudice provide a fundamental and important key to the puzzle for determining how to address prejudice. Research with historically disadvantaged and advantaged groups in childhood and adolescence reveals the complexity of social cognitive and moral judgments about prejudice, discrimination, bias, and exclusion. Children are aware of status and hierarchies, and often reject the status quo. Intervention, to be effective, must happen early in development, before prejudice and stereotypes are deeply entrenched.

Document

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Team Members

Melanie Killen, Author, University of Maryland College Park
Kelly Lynn Mulvey, Author, North Carolina State University
Aline Hitti, Author, University of San Francisco
Adam Rutland, Author, University of London

Citation

Identifier Type: DOI
Identifier: 10.1017/S0140525X12001410
Identifier Type: ISSN
Identifier: 1469-1825

Publication: Brain & Behavioral Sciences
Volume: 35
Number: 6
Page(s): 29

Related URLs

Full Text via ResearchGate

Tags

Access and Inclusion: Ethnic | Racial
Audience: Educators | Teachers | Elementary School Children (6-10) | Museum | ISE Professionals | Pre-K Children (0-5)
Discipline: Education and learning science
Resource Type: Peer-reviewed article | Research Products
Environment Type: Informal | Formal Connections | K-12 Programs | Pre-K | Early Childhood Programs | Public Programs