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162 pages

English

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In contemporary societies children’s racial identity is co-constructed in response to racial stereotyping with extended family, peers and teachers, and potent media sources. The studies in this volume take cognizance of earlier research into skin color and racial stereotyping, but advance its contemporary implications. Developmental trajectories of racial attitudes of Black and White children, examining recent empirical research from the perspective of theorizing associated with experimental studies of stereotyped-threat are discussed. Reviewed are also the theoretical and empirical role of media images in influencing the race-related images as well as the PVEST theoretical model in considering the significance of parental racial messages and stories. The last paper argues that youth can be victimized by racial/cultural stereotyping despite being majority-Black cultural members. Interdisciplinary commentaries by scholar-researchers are given for each chapter.Researchers, academicians, and practitioners will find in this publication a succinct update, inclusive of references and bibliographies, regarding the latest information in the development and socialization of racial attitudes and racial stereotyping.

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Publié par	S. Karger AG
Date de parution	10 mai 2012
Nombre de lectures	0
EAN13	9783805599832
Langue	English

Informations légales : prix de location à la page 0,0115€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Racial Stereotyping and Child Development
Contributions to Human Development
Vol. 25
Series Editor
Larry Nucci Berkeley, Calif.

Racial Stereotyping and Child Development
Volume Editor
Diana T. Slaughter-Defoe Philadelphia, Pa.
2 figures and 4 tables, 2012
_________________________
Diana T. Slaughter-Defoe Graduate School of Education The University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104-6216, USA
Library of Congress Cataloging-in-Publication Data
Racial stereotyping and child development / editor, Diana T. Slaughter-Defoe.
p. cm. –– (Contributions to human development ; v. 25)
Includes bibliographical references and index.
ISBN 978-3-8055-9982-5 (soft cover: alk. paper) –– ISBN 978-3-8055-9983-2 (electronic version)
1. Child development. 2. Race awareness in children. 3. Ethnopsychology. 4. Identity (Psychology) and mass media. I. Slaughter-Defoe, Diana T.
HQ767.9.R33 2012
155.4––dc23
2012004301
Bibliographic Indices. This publication is listed in bibliographic services, including Current Contents®.
Disclaimer. The statements, opinions and data contained in this publication are solely those of the individual authors and contributors and not of the publisher and the editor(s). The appearance of advertisements in the book is not a warranty, endorsement, or approval of the products or services advertised or of their effectiveness, quality or safety. The publisher and the editor(s) disclaim responsibility for any injury to persons or property resulting from any ideas, methods, instructions or products referred to in the content or advertisements.
All rights reserved. No part of this publication may be translated into other languages, reproduced or utilized in any form or by any means electronic or mechanical, including photocopying, recording, microcopying, or by any information storage and retrieval system, without permission in writing from the publisher.
© Copyright 2012 by S. Karger AG, P.O. Box, CH–4009 Basel (Switzerland)
www.karger.com
Printed in Germany on acid-free and non-aging paper (ISO 9706) by Kraft Druck GmbH, Ettlingen
ISSN 0301–4193
e–ISSN 1664–2570
ISBN 978–3–8055–9982–5
e–ISBN 978–3–8055–9983–2

Contents
Introduction
Slaughter-Defoe, D.T. (Philadelphia, Pa.)
Paper
Through the Eyes of a Child: the Development and Consequences of Racial Stereotypes in Black and White Children
Bogan, E.D. (Ann Arbor, Mich.); Slaughter-Defoe, D.T. (Philadelphia, Pa.)
Commentaries
Should Stereotype Consciousness Be Taught to Children? A Discussion Informed by Bogan and Slaughter-Defoe's Through the Eyes of a Child. Commentary on Bogan and Slaughter-Defoe
Bigler, R.S.; Wright, Y. (Austin, Tex.)
What's Not in the Box?: Historical and Population Change as Contextual Features in the Study of Race-Based Development of Children. Commentary on Bogan and Slaughter-Defoe
Johnson, D.J. (East Lansing, Mich.)
Paper
Media Socialization, Black Media Images and Black Adolescent Identity
Adams, V.N. (Ithaca, N.Y.); Stevenson, H.C., Jr. (Pennsylvania, Pa.)
Commentaries
Adolescents, Race, and Media. Commentary on Adams and Stevenson
Taylor Piotrowski, J. (Amsterdam)
Damned if You Do and Damned If You Don't! What are the Correct Media Images for Black People in the Media and How Can We Know? Commentary on Adams and Stevenson
Jones, J.M. (Newark, Del.)
Social Media, Privacy and Identity. Commentary on Adams and Stevenson
Matwyshyn, A.M. (Philadelphia, Pa.)
Paper
‘What Does Race Have to Do with Math?’ Relationships between Racial-Mathematical Socialization, Mathematical Identity, and Racial Identity
English-Clarke, T.L.; Slaughter-Defoe, D.T. (Philadelphia, Pa.); Martin, D.B. (Chicago, Ill.)
Commentaries
‘What Do Race and Math Have to Do with Each Other?’ Relationships between Racial-Mathematical Socialization, Mathematical Identity, and Racial Identity. Commentary on English-Clarke, Slaughter-Defoe, and Martin
McGee, E. (Chicago, Ill.)
The Need to Incorporate Observations of Implicit Socialization in the Contexts of Everyday Life. Commentary on English-Clarke, Slaughter-Defoe, and Martin
Miller, P.J. (Champaign-Urbana, Ill.); Bracey, J.R. (Farmington, Conn.)
‘What Does Race Have to Do with Math?’ Relationships between Racial-Mathematical Socialization, Mathematical Identity, and Racial Identity. Commentary on English-Clarke, Slaughter-Defoe, and Martin
Beale Spencer, M. (Chicago, Ill.)
Paper
On Researching the Agency of Africa's Young Citizens: Issues, Challenges and Prospects for Identity Development
Nsamenang, A.B. (Bamenda)
Commentaries
On Researching the Agency of Youth: Moving Beyond Traditional Theorizing. Commentary on Nsamenang
Thompson, C.I. (Philadelphia, Pa.)
Advancing an African Research Agenda for Child Development. Commentary on Nsamenang
Murphy, K.M. (Philadelphia, Pa.)
Epilogue
Slaughter-Defoe, D.T. (Philadelphia, Pa.)
Author Index
Subject Index

______________________
Introduction
Diana T Slaughter-Defoe
University of Pennsylvania, Constance E. Clayton Professor Emerita in Urban Education, Graduate School of Education,University of Pennsylvania, Philadelphia, Pa., USA
______________________
Abstract
We know human biological diversity is occasioned by culture and ethnicity, not by race. There is as much or more variability within identified racial groups as there is between the ‘racial’ groups initially identified as humans entered the 20th century over 100 years ago. However, we also know that race, racial stratification, and racism continue today as enduring macro- societal variables in the lives of children, their families, and peers. Emphasizing the personal- social construction of race, scholars today prefer to study how children become racialized, inclusive of the contributions of political processes to the accompanying psychological development. Thus, racialization is construed as a situated process. Some scholars use the term ‘colorism’ to refer to various social practices used to racially stratify people informally. By definition, such stratification dictates individual cultural capital and resource allocation. This volume is partly designed to present and interrogate the research that some members of the Interdisciplinary Program in Human Development (ISHD) have conducted at the University of Pennsylvania, but more importantly, and by example, to stimulate theory and research on the topic of race and colorism by bringing together previously dispersed literature in a reader- friendly volume that highlights studies with promising concepts and methods.
Copyright © 2012 S. Karger AG, Basel
Significance of the Concept of ‘Race’ to Developmental Inquiry
In the 21st century, scientists now know and acknowledge that the concept of race has no biogenetic basis [Cohen, 1998; Fisher, Jackson & Villarruel, 1998; Paabo, 2001; Segall, 1999]. Human biological diversity is occasioned by culture and ethnicity, not by race. There is as much or more variability within identified racial groups as there is between the ‘racial’ groups initially identified as humans entered the 20th century over 100 years ago. Further, this variability reaches deep into the previously thought homogeneous racial groups.
However, despite wishful thinking [e.g., Wilson, 1978], we know that race, racial stratification, and racism continue today as enduring macro-societal variables in the lives of children, their families, and peers. The legacy is particularly strong in cultures and nations (e.g., United States of America, South Africa) that have historically used race as an important, long-term principle of cultural and social organization [Franklin, 1968; Franklin, 1976; Franklin & Higginbotham, 2011; Gossett, 1970]. In such environments, children learn from caregivers and significant others how to cope with hostile racial environments [Chestang, 1972],while continuing to develop fully and to experience living normal and rich lives. The challenges of this paradox are now briefly discussed.
Historically, both the US and South Africa have experienced organized resistance to racism [American Psychological Association, 2004; Arsenault, 2006; Howard, 1970; King, 1969; Levander, 2006; Smiley, 2006], specifically, to the use of race as a major legal organizing societal principle (apartheid). Today, therefore, legal evidence of racial discrimination has been minimized, and even largely eliminated [Franklin,1976].However, the residue of earlier racial stratification endures [Bonilla-Silva & Lewis; Doane & Bonilla-Silva, 2003; Loury, 2002] and therefore, racial socialization is considered integral to the lives of all children in these cultures [Boykin & Toms, 1985; Clark & Klein, 2004; Hughes, Rodriguez, Smith, Johnson, Stevenson & Spicer, 2006; McAdoo, 2007; Ritterhouse, 2006; Slaughter & Johnson, 1988; Woodson, 1933].
Skin color/tone, or the presence of melanin, has been the most consistently used indicator of racial status in the US (for example, hair texture, linguistic surface features, evidence of prior racial blood lines have also been used) [Clark & Clark, 1939, 1940, 1947; Clark & Klein, 2004; Hunter, 2005; Porter, 1971]. Preschool-aged children first learn to reliably distin