Children’s apprenticeship-of-observation transmits teacher bias along with pedagogy

Evidence

Children may assume that because their family has fewer associations with outgroup members, the latter are to be avoided and disliked. Such a minimal learning environment may be a sufficient explanation for young children who give meaning to social regularities, yet it may not explain later learning. Learning processes may be moderated by developmental and identity characteristics of the child learner. Because children have a different understanding and evaluation of self and social information at 5 years compared to 9 years, they will pick out different messages to adopt. — , Rudman, Laurie A - On the Nature of…, 2016 (#corroborates, via linked claim)

Since 1954, theoretical frameworks incorporating Allport’s main routes to prejudice have been sharpened and elaborated based on empirical findings. The cognitive revolution put a new twist on almost all of Allport’s mechanisms for acquiring prejudice. Since the 1960s, greater emphasis has been placed on how children and adolescents are influenced by social input from parents and peers through the filters of cognitive maturation and identity. Theories have been tested, but the relative merits of theories in comparison with one another have not been. — John F. Dovidio, Peter Glick, Laurie A. Rudman, On the Nature of Prejudice, 1986 (#expands, via linked claim)

Categorization

• XREF: connects to: Teacher preparation gaps allow racism to reproduce through early childhood classrooms — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 243; Implicit bias passes from parents to preschoolers and via TV viewing; Children infer prejudice from observed social regularities even without overt parental bias — , Rudman, Laurie A - On the Nature of…, 2016 (+8 more)

Related

• Children infer prejudice from observed social regularities even without overt parental bias (similarity 0.87)
• Cognitive development mediates how parental and peer input shapes prejudice in children (similarity 0.85)
• Children can acquire prejudice through minimal observation of social regularities without parental modeling (similarity 0.83)
• Children absorb their teachers’ racism through internalized pedagogies of observation (similarity 0.82)
• Children acquire prejudice in predictable age-linked stages (similarity 0.80)
• Children’s openness to minorities is later overridden by learned societal views (similarity 0.79)
• Five-year-olds’ group-centered cognition and negativity bias explain prejudice acquisition timing. (similarity 0.78)

Broader Connections

• Implicit bias passes from parents to preschoolers and via TV viewing #corroborates (0.85)
• Children infer prejudice from observed social regularities even without overt parental bias #corroborates (0.80) — , Rudman, Laurie A - On the Nature of…, 2016
• Cognitive development mediates how parental and peer input shapes prejudice in children #expands (0.80) — John F. Dovidio, Peter Glick, Laurie A. Rudman, On the Nature of Prejudice, 1986
• Learning from below requires mutual ethical responding with a compromised teacher #complicates (0.80) — Donna Landry and Gerald MacLean, The Spivak Reader, 2217
• Teaching is continual reinterpretation rather than transmission of fixed content #contradicts (0.80) — Yves Citton, The Ecology of Attention, 267
• Children infer ingroup preferences merely from observed social regularities without explicit teaching #corroborates (0.75)
• Five-year-olds’ group-centered cognition and negativity bias explain prejudice acquisition timing. #expands (0.75)
• Teacher use determines whether children act on arbitrary color categories #exemplifies (0.75)