Kinzler said the work she did with Dautel suggests that both explanations may be valid: Although some understandings about social distinctions are formed early in childhood, others, such as understanding about race, may be highly variable across cultural or social groups.
Interestingly, when African American 5- and 6-year-old children were shown the same photos and voices, they performed like the older white children and made a match based on racial identity. ¡°Children of different racial groups may have different experiences with race as a meaningful social category, which could contribute to their performance on this tasks,¡± said Jocelyn Dautel, co-author of the study and a UChicago graduate student.
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Although some understandings about social distinctions are formed early in childhood, others, such as understanding about race, may be highly variable across cultural or social groups.
¡°Children¡¯s Essentialist Reasoning about Language and Race,¡± the two researchers showed the same stimuli to four groups of children. Three groups were tested in Chicago: 9- and 10-year-old white children, 5- and 6-year-old white children, and 5- and 6-year-old African American children. A final group of 5- and 6-year-old white children were tested in northern Wisconsin; these children lived in a more racially homogenous group than the Chicago children.
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Other research helps explain why race may be a more salient category for young African American children than for young white children, Dautel said. Research has shown that children who are minorities are more aware of prejudice and stereotypes, and that children of different groups may have different socialization experiences and conversations about race.
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