Bridging Research Traditions About Stereotyping and Prejudice in Young Children and Antibias Practices

• In Event: Roundtable Session 26
  In Roundtable Session: Race, Culture, Class, and Gender in Early Childhood Contexts: From Research to Policy and Practice

Abstract

Objectives
This literature review synthesizes and critically evaluates quantitative and qualitative theories and research seeking to understand how young children develop gender /racial stereotypes and prejudice, and come to understand race, ethnicity, and gender. This critical review entails a discussion of the a) reasons behind the variability among children in stereotyping and prejudice b) contextual influences on stereotype and prejudice formation, with a focus on early child care contexts c) gender/racial identity influences on stereotype and prejudice formation, and d) early childhood anti-bias practices that support children in challenging racism and sexism.

Theoretical Framework
The discussion of how young children develop gender and racial stereotypes and prejudice, and come to understand race, ethnicity, and gender will include comparing and contrasting, bridging, and critically reviewing the work of cognitive-developmental scholars (e.g., Aboud, 1988; Bigler & Liben, 2006, 2007; Martin & Halverson, 1982) from the Piagetian tradition and the work of reconceptualist scholars (e.g., Davis & MacNaughton, 2001; MacNaughton, 2000; Grieshaber, 2001) from postmodernist and poststructuralist perspectives.

Modes of Inquiry
The review compares and contrasts quantitative and qualitative methods of exploring young children’s cognitions about race, ethnicity, and gender. Methodology discussed includes ethnographic research, naturalistic observations, interview data, forced-choice and open-ended inquiry methods among others.

Data Sources
The literature review draws on peer-reviewed articles and books published in the fields of developmental psychology and early childhood education. Papers and books published within the last decade are foregrounded, from leading scholars researching young children's understanding of diversity.

Conclusions
Although the underlying assumptions, methodology, and terminology used vastly differ among scholars, most researchers agree that children play an active role in the construction and perpetuation of social inequalities (Robinson & Diaz, 2006). To interrupt these inequalities and injustices, children need support and tools for developing the skills to challenge, interrupt and eliminate racism and sexism form their spheres of influence (Derman-Sparks & Phillips, 1997). However, there is disagreement among scholars about the most effective strategies for bias reduction in young children. This review analyzes both how children’s early child care environments can be structured to minimize the formation of stereotypes and prejudice (as informed by cognitive-developmental research), as well as what anti-bias strategies care givers’ can employ to teach children the skills to counter racism and sexism (as informed by poststructuralist/postmodernist research).

Scholarly Significance
Overall, this review uniquely ties together what scholars have learned from divergent research traditions about gender and racial stereotyping and prejudice in young children, and emphasize what adults in can do, or practice, in early childhood contexts to support children in undoing these societal ills. The review also highlights directions for future research and how divergent research traditions can learn from and inform each other to better understand young children’s emerging racial and gender stereotypes and prejudice. Further, the review recommends ways in which anti-bias education may be framed to the public and policy makers, in the hopes that wider range of policy makers and institutions will prioritize including anti-bias approaches in their educational standards.

Author

• Flora Farago, Arizona State University