Children's structural thinking about social inequities

IF 5.1 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Child Development Perspectives Pub Date : 2023-12-08 DOI:10.1111/cdep.12493
Marianna Y. Zhang, J. Nicky Sullivan, Ellen M. Markman, Steven O. Roberts
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Abstract

Across development, young children reason about why social inequities exist. However, when left to their own devices, young children might engage in internal thinking, reasoning that the inequity is simply a justified disparity explained by features internal to social groups (e.g., genetics, intellect, abilities, values). Internal thinking could lead them to support and reinforce the inequity (e.g., by blaming the disadvantaged). In contrast, structural thinking, which appeals to relatively stable features external to social groups (e.g., environments, policies, economic systems), could lead to more prosocial outcomes (e.g., support for social interventions). While researchers have examined adolescents' and adults' structural thinking about social inequities, in this article, we review recent research that suggests that even children as young as 5 can engage in structural thinking. We conclude with suggestions for future studies, particularly research related to how to foster young children's structural thinking in the context of real-world social inequities.

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儿童对社会不平等的结构性思考
在整个成长过程中,幼儿都会推理社会不公平现象存在的原因。然而,如果任其发展,幼儿可能会进行内部思考,认为不平等只是社会群体内部特征(如遗传、智力、能力、价值观)造成的合理差距。内部思维可能会导致他们支持和强化这种不公平现象(例如,通过指责弱势群体)。与此相反,结构性思维则诉诸于社会群体外部相对稳定的特征(如环境、政策、经济体系),可能导致更多的亲社会结果(如支持社会干预)。虽然研究人员已经考察了青少年和成年人对社会不平等的结构性思维,但在本文中,我们回顾了最近的研究,这些研究表明,即使是 5 岁的儿童也能进行结构性思维。最后,我们对未来的研究提出了建议,特别是有关如何在现实社会不平等的背景下培养幼儿结构性思维的研究。
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来源期刊
Child Development Perspectives
Child Development Perspectives PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
11.90
自引率
1.60%
发文量
35
期刊介绍: Child Development Perspectives" mission is to provide accessible, synthetic reports that summarize emerging trends or conclusions within various domains of developmental research, and to encourage multidisciplinary and international dialogue on a variety of topics in the developmental sciences. Articles in the journal will include reviews, commentary, and groups of papers on a targeted issue. Manuscripts presenting new empirical data are not appropriate for this journal. Articles will be obtained through two sources: author-initiated submissions and invited articles or commentary. Potential contributors who have ideas about a set of three or four papers written from very different perspectives may contact the editor with their ideas for feedback.
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