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ERIC Number: ED360071
Record Type: Non-Journal
Publication Date: 1993-Mar
Pages: 11
Abstractor: N/A
Reference Count: N/A
Differences in Aspects of Preschoolers' Race Schema: Race Schematization, Race-Based Peer Preferences, and Memory for Racially Stereotyped Drawings.
Levy, Gary D.; Katz, Phyllis A.
This study applied a schema-based, social information processing model to examine the development of social cognitive aspects of preschoolers' racial stereotyping and stereotype beliefs (i.e., preschoolers' race schemas). The study examined developmental and individual differences in preschoolers' race schematization (salience of the race dimension in social information processing), same-race and other-race preferences, and memory for racially stereotyped portrayals. Subjects were 27 African American and 38 white preschoolers between 3 and 6 years of age, who participated in 2 interviews. Children's recognition memories for 12 racially stereotyped depictions were assessed. In a separate session, children indicated their peer preferences regarding a series of 28 pairs portraying competing pictures of same-sex African American and white children. Children's response latencies in the peer preference task were used as a measure of race schematization. Results indicated significant differences across several aspects of preschoolers' race schemas. Younger children, white children, and children rated high in race schematization demonstrated significantly greater same-race peer preferences than older children, African American children, and children rated low in race schematization. African American children showed significantly better memories than white children for racial schema-consistent depictions. Results support the application of schema-based social cognitive approaches to examinations of the development of children's racial stereotyping and stereotype beliefs. (MM)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Toledo Univ., OH.
Authoring Institution: N/A