ERIC Number: EJ1415222
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0012-1649
EISSN: EISSN-1939-0599
The Rich Get Richer? Children's Reasoning about Socioeconomic Status Predicts Inclusion and Resource Bias
Brenda C. Straka; Analia Albuja; Jane Leer; Kaelah Brauher; Sarah E. Gaither
Developmental Psychology, v60 n3 p505-521 2024
Children's socioeconomic status (SES) is linked to disparate access to resources and affects social behaviors such as inclusion and resource allocations. Yet it is unclear whether children's essentialized view of SES (i.e., believing SES is immutable) or subjective social status (SSS) influences behavioral biases toward high- versus low-SES peers. We measured 4- to 9-year-old children's SES essentialism and SSS to test whether these predict inclusion and resource allocations to high- versus low-SES peers (N = 127; from a midsize city in the Southeastern United States; 49.6% female; parent-reported 54.2% White, 2.8% Black, 8.3% Latine, 5.6% Asian, 1.4% another race, 27.8% multiracial, 43.3% not provided). We also compared children's SES beliefs to their parent's. Children's SES essentialism and SSS decreased across the ages tested, and children reported higher SSS than their parents. Parents' SES essentialism predicted younger (but not older) children's SES essentialism. Moreover, SES essentialism mediated the negative relationship between age and preference for including high-SES peers, while SSS mediated the negative relationship between age and preference for allocating more resources to high-SES peers. This suggests that beliefs about the nature of SES may influence sociorelational behavior like including or excluding others, while perceived social status (SSS) may influence resource allocations. Furthermore, older children and those with lower SES essentialism included low- versus high-SES peers more often while older and lower SSS children distributed more resources toward low- versus high-SES peers. Thus, children's SES essentialism and SSS may also influence their behaviors to either perpetuate or rectify inequality.
Descriptors: Social Class, Children, Beliefs, Inclusion, Resource Allocation, Socioeconomic Status, Social Bias, Parent Background, Age Differences, Socioeconomic Influences, Social Differences, Thinking Skills, Childrens Attitudes
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Directorate for Social, Behavioral and Economic Sciences (SBE)
Authoring Institution: N/A
Grant or Contract Numbers: 2004269
Data File: URL: https://bibliotheek.ehb.be:2102/10.1037/dev0001655.supp