Children and Social Groups: A Developmental Analysis of Implicit Consistency in Hispanic Americans

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Children and Social Groups: A Developmental Analysis of Implicit Consistency in Hispanic Americans

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Title: Children and Social Groups: A Developmental Analysis of Implicit Consistency in Hispanic Americans
Author: Banaji, Mahzarin; Baron, Andrew Scott; Dunham, Yarrow

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Citation: Dunham, Yarrow, Andrew Scott Baron, and Mahzarin R. Banaji. 2007. Children and social groups: A developmental analysis of implicit consistency in Hispanic Americans. Self and Identity 6(2-3): 238-255.
Access Status: At the direction of the depositing author this work is not currently accessible through DASH.
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Abstract: We investigated the development of three aspects of implicit social cognition (self-esteem, group identity, and group attitude) and their interrelationships in Hispanic American children (ages 5 to 12) and adults. Hispanic children and adults showed positive implicit self-esteem and a preference for and identification with their in-group when the comparison group was another disadvantaged minority group (African American). However, challenging the long-held view that children's early intergroup attitudes are primarily egocentric, young Hispanic children do not show implicit preference for or identification with their in-group when the comparison was the more advantaged White majority. Results also supported predictions of cognitive-affective balance in the youngest children. Strikingly, balance was absent in adults, suggesting that in disadvantaged minority groups, cognitive-affective consistency may actually decline with age.
Published Version: http://dx.doi.org/10.1080/15298860601115344
Other Sources: http://www.people.fas.harvard.edu/~banaji/research/Publications/Pub_set.html
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:2961696

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  • FAS Scholarly Articles [7362]
    Peer reviewed scholarly articles from the Faculty of Arts and Sciences of Harvard University
 
 

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