Rectifying or Perpetuating Educational Inequalities: Evaluation and Awareness of Inequality in Childhood

• In Event: The Development of Moral Concepts of Justice and Civic Obligation

Abstract

Children’s responses to educational inequalities were investigated. African-American and European-American children (N = 185), 91 kindergartners (M = 5.96 years, SD = .34 years) and 94 fifth graders (M = 11.10 years, SD = .65 years), witnessed an inequality of school supplies between schools differing in racial group membership. Younger children’s use of subsequent resources to perpetuate or rectify the inequality was determined by whether they witnessed their racial outgroup or ingroup at a disadvantage. With age, children judged the inequality more negatively, allocated more resources to the disadvantaged group, and positively evaluated the actions of others who did the same, regardless of whether they had seen their racial ingroup or outgroup at a disadvantage.

Authors

• Laura Elenbaas, University of Maryland - College Park

• Melanie Killen, University of Maryland - College Park