ArticleProceedings of the National Academy of Sciences of the United States of America2022
Developmental origins of anti-Black bias in White children in the United States: Exposure to and beliefs about racial inequality.
Article in Proceedings of the National Academy of Sciences of the United States of America, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers, 1 of them a synthesis that pooled it.
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Who cites it
12 citing papers in PubMed, 1 synthesis or guideline pooled it, 31 citations in OpenAlex.
- White Americans' preference for Black people in advertising has increased in the past 66 y: A meta-analysis.Proceedings of the National Academy of Sciences of the United States of America · 2024Pooled it
- Testing the effectiveness of the Developing Inclusive Youth program: A multisite randomized control trial.Child development · 2022Trial
- Chinese Singaporean Children's Expectations About Peer Group Norms in the Context of Wealth and Ethnicity.Developmental science · 2026Article
- How youth think about structural, individual, and random sources of wealth inequality.Journal of experimental child psychology · 2026Article
- Article
- Black-White Differences in The Effects of Parental Education on College Students' Beliefs about Racial Discrimination.Open journal of educational research · 2024Article
- Intuitive pathways into racist beliefs.Emotions and society · 2023Article
- The influence of linguistic form and causal explanations on the development of social essentialism.Cognition · 2022Article
- Reducing Prejudice through Promoting Cross-Group Friendships.Review of general psychology : journal of Division 1, of the American Psychological Association · 2022Article
- Promoting Fair and Just School Environments: Developing Inclusive Youth.Policy insights from the behavioral and brain sciences · 2022Article
- Empowering behaviors to address race with kids (EmBARK): A racial socialization program for white families.Journal of applied developmental psychologyArticle
- Learning (Not) to Know: Examining How White Ignorance Manifests and Functions in White Adolescents' Racial Identity Narratives.Child developmentArticle
Corrections and comments
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Anti-Black racism remains a pervasive crisis in the United States. Racist social systems reinforce racial inequalities and perpetuate prejudicial beliefs. These beliefs emerge in childhood, are difficult to change once entrenched in adolescence and adulthood, and lead people to support policies that further reinforce racist systems. Therefore, it is important to identify what leads children to form prejudicial beliefs and biases and what steps can be taken to preempt their development. This study examined how children's exposure to and beliefs about racial inequalities predicted anti-Black biases in a sample of 646 White children (4 to 8 years) living across the United States. We found that for children with more exposure to racial inequality in their daily lives, those who believed that racial inequalities were caused by intrinsic differences between people were more likely to hold racial biases, whereas those who recognized the extrinsic factors underlying racial inequalities held more egalitarian attitudes. Grounded in constructivist theories in developmental science, these results are consistent with the possibility that racial biases emerge in part from the explanatory beliefs that children construct to understand the racial inequalities they see in the world around them.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.