Contextualizing the development of social essentialism.

Given the critical role that psychological essentialism is theorized to play in the development of stereotyping and prejudice, researchers have increasingly examined the extent to which and when children essentialize different social categories. We review and integrate the types of contextual and cultural variation that have emerged in the literature on social essentialism. We review variability in the development of social essentialism depending on experimental tasks, participant social group membership, language use, psychological salience of category kinds, exposure to diversity, and cultural norms. We also discuss future directions for research that would help to identify the contexts in which social essentialism is less likely to develop in order to inform interventions that could reduce social essentialism and possible negative consequences for intergroup relations.

Children's use of race and gender as cues to social status.

Social hierarchies are ubiquitous and determine a range of developmental outcomes, yet little is known about when children develop beliefs about status hierarchies in their communities. The present studies (3.5-6.9 years; N = 420) found that children begin to use gender and race as cues to status in early childhood, but that gender and race related to different status dimensions and had different consequences for inter-group attitudes. Children expected boys to hold higher status as defined by access to resources and decision-making power (e.g., having more toys and choosing what other people play with) but did not expect boys to have more wealth overall. Gender-related status beliefs did not relate to gender-related social preferences; instead, children preferred members of their own gender, regardless of their status beliefs. In contrast, children expected White people to be wealthier than Black people, and among some populations of children, the belief that White people were higher status (as defined by access to resources and decision-making power) weakly related to pro-White bias. Children's status-expectations about others were unrelated to beliefs about their own status, suggesting children more readily apply category-based status beliefs to others than to themselves.