Children's beliefs about Black and White men's and women's scientific knowledge: An intersectional approach.

Abstract

Children are sensitive to other's knowledge and social characteristics when seeking out information, but little is known about how adults' gender and race interact to influence children's beliefs about adults' knowledge. In two studies, 5-8-year-olds (N = 257; 127 girls; 130 boys; 73% White) saw photos of Black and White men and women and rated each adults' science knowledge. In Study 1, children then viewed four adult faces together (one from each gender and race) and chose who knew the most and second-most about the answer to a scientific question. In Study 2, the selection task was modified so that children saw two faces from different categories and chose one, and children were then asked to identify one of four individuals as a scientist. In both studies, children also chose which of four individuals they would want to learn about science from. Children gave similar knowledge ratings to men and women and to Black and White individuals when they rated one adult at a time. However, when children selected the most knowledgeable adult, they showed an ingroup gender-based preference whose strength varied with child age. In both studies, children also showed an ingroup gender-based learning preference, but showed no preferences based on adult race. Children referred to adults' appearance most often when justifying their learning preference and which individual they believed to be a scientist. Together, these findings suggest that, for primarily White American children, a potential adult informant's gender may be more salient than race when evaluating science knowledge. (PsycInfo Database Record (c) 2025 APA, all rights reserved).