Ethnicity and Gender in Late Childhood and Early Adolescence: Group Identity and Awareness of Bias

American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: [email protected]; Web site: http://www.apa.org/publications

Y

9

Ethnicity; Early Adolescents; Diaries; Sexual Identity; Grade 4; Gender Bias; Gender Differences; Children; Identification (Psychology); African American Students; White Students; Hispanic American Students; Qualitative Research; Social Bias; Age Differences; Racial Bias; Racial Differences; Middle School Students; Elementary School Students

10.1037/a0021819

0012-1649

The current study examined awareness of gender and ethnic bias and gender and ethnic identity in 350 African American, White/European American, and Latino/Hispanic students (M[subscript age] = 11.21 years, SD = 1.59) from the 4th, 6th, and 8th grades of diverse middle and elementary schools. The study collected (a) qualitative data to best capture the types of bias that were most salient to children and (b) daily diaries and individual measures to examine the multiple components of children's gender and ethnic identities. Results revealed ethnic, gender, and grade-level differences in awareness of ethnic and gender bias. Overall, more children were aware of gender bias than ethnic bias. This effect was most pronounced among White/European American youths. Among those in 4th grade, African American and Latino youths were more likely to be aware of ethnic bias than were White/European American youths. Analyses also examined how awareness of bias was related to gender and ethnic identity. For example, children who had a salient and important gender identity, and a devalued ethnic identity, were less likely than other children to be aware of ethnic bias. (Contains 1 figure and 3 tables.)

As Provided

54

2011

EJ933857