Stereotypes and Prejudice in Conflict: A Developmental Perspective

  • Yona TeichmanEmail author
Part of the Peace Psychology Book Series book series (PPBS)


Recent years have seen an increase in theoretical and empirical interest in the acquisition and development of stereotypes and prejudice in children. Results of studies performed in different countries indicate that developmental trajectories of stereotypes and prejudice are context related, influenced by affect, cognitive and personality development.Developmental trajectories vary depending on the social context: minority/majority status, social status, or national conflict. The present chapter focusses on the context of conflict in which it was found that preschoolers as young as 2–5 hold and express stereotypes and prejudice. Additionally, 7–9 year olds manifest a reduction of stereotypes and prejudice and renew it again at preadolescence, 10–12 year olds.The chapter reviews results of studies showing developmental trajectories of stereotypes and prejudice for Israeli children and adolescents with a focus on the structure rather than on the content. In all studies participants were asked to draw images of “a Jew” and “an Arab” who as is well known are adversaries in a conflict. The images were systematically scored for complexity. The drawings were followed by questions regarding names, and attributed professions, that as well were defined operationally and scored quantitatively.Assuming that early interventions or preferably prevention regarding stereotyping, prejudice, or racism are desirable, findings indicate that a developmental perspective such as introducing more complexity to social representations in young age or addressing identity issues with older children may facilitate these processes.


Cognitive Development Early Adolescence Developmental Trajectory Identity Development Social Identity Theory 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.School of Psychological SciencesTel Aviv UniversityTel AvivIsrael
  2. 2.Baruch Ivcher School of PsychologyInterdisciplinary Center HerzliyaHerzliyaIsrael

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