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Racial Perceptions of Young Children: A Review of Literature Post-1999

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Abstract

It has been argued that intervention strategies designed to reduce racial prejudice in young children have been based on weak theoretical models of racial stereotyping and prejudice with little effect on the reduction of racial bias. This paper examines the social-cognitive and intergroup scholarship post-Bigler (J Soc Issues 55(4), 687–705, 1999), with an emphasis on the development of racial prejudice in young children. The purpose of this paper is not to argue for a particular theoretical approach, but to provide an overview of some of the important pieces of research. Findings indicate that social learning and cognitive development models need to be understood when implementing curriculum designed to reduce racist beliefs and attitudes in young children.

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Authors and Affiliations

  1. School of Teaching and Learning, The Ohio State University, 4240 Campus Drive, Lima, OH, 45804, USA

    Dean Cristol

  2. School of Educational Policy and Leadership, The Ohio State University, 301E Ramseyer Hall, 29 West Woodruff Ave, Columbus, OH, 43210, USA

    Belinda Gimbert

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  1. Dean Cristol
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  2. Belinda Gimbert
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Correspondence to Dean Cristol.

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Cristol, D., Gimbert, B. Racial Perceptions of Young Children: A Review of Literature Post-1999. Early Childhood Educ J 36, 201–207 (2008). https://doi.org/10.1007/s10643-008-0251-6

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  • DOI: https://doi.org/10.1007/s10643-008-0251-6

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