A Comparison of Children’s Racial Categorization in Racially Diverse and Homogeneous Environments

• In Event: 2-071 - Diverse Perspectives: Pushing Developmental Research Beyond WEIRD Samples

Integrative Statement

Background: Numerous studies suggest that the ability to categorize others on the basis of race emerges early in development: by 3 months of age, infants prefer to look at same-race faces (Kelly et al., 2005), and by 9 months of age, infants categorize people on the basis of race (Anzures et al., 2009). Beginning in preschool, children use race information to guide their friendship choices (Aboud, 2003; Renno & Shutts, 2015). However, children’s race-based preferences vary based on context: infants raised in cross-race environments do not show race-based face preferences (Bar-Haim et al., 2006), and minority children do not show robust friendship preferences for own- or other-race peers (Aboud & Skerry, 1984). These studies show that whether a child’s context includes a majority of same-race versus other-race individuals influences their attitudes toward individuals of different races. Yet less is known about whether contextual diversity influences children’s racial categorization, and few studies have tested children’s racial attitudes and behaviors in a context with no racial majority and a high proportion of multiracial individuals.

Method: The present studies tested racial categorization in two samples of children between the ages of 8 and 14. The samples came from Hawai’i (N = 55) which is very diverse with no racial majority and a large multiracial population (23.1%), and northern California (N = 111) which is more racially homogeneous and has a small multiracial population (3.7%). In the study, participants were presented with pictures of Black and White children, and were asked to identify the race of the children as well as their own race. Responses were coded for number of words, use of ethnicity in the response, and response accuracy.

Results & Discussion: On average, Hawai’i children used more words in their self-identification than did Northern California children, (p < .001). These results were consistent when identifying pictures of White children and Black children (ps < .001; see Figure 1). Hawai’i children used ethnicity to describe themselves and their pictures more often than did Northern California children (self-identification, p < .001; White picture identification, p = .004; Black picture identification, p = .021). However, despite using fewer words, Northern California children correctly identified the race of the child in the picture significantly more often than did Hawai’i children (White pictures, p < .001; Black pictures, p = .01; see Figure 2). In contrast, Hawai’i children often inaccurately labeled the children in the pictures as multiracial.

The results from this study suggest that contextual diversity influences children’s racial categorization. While children in the racially diverse context spent more time talking about race and used racial labels more often, they were less accurate at identifying another child’s race compared to the children from the racially homogeneous context. Moreover, children in the racially diverse context often inaccurately categorized the children in the pictures as multiracial. The present study highlights the importance of assessing children’s racial categorization, beliefs, and attitudes in a variety of contexts, including contexts where children encounter many different racial groups and multiracial individuals.

Authors

• Elizabeth L. Brey, University of Hawaii at Manoa
  Presenting Author

• Ashley M. Biddle, University of Hawaii at Manoa
  Non-Presenting Author

• Cara Bellwood, University of Hawaii at Manoa
  Non-Presenting Author

• Kristin Pauker, University of Hawaii
  Non-Presenting Author