The study investigated fìrstly, gender muf age differences with respect to the beliefs of social equality, a cognitive component of system justification; secondly, the attribution of positive and negative traits to in-group and out-group peers in school age children. Thirdly and finally, we explored the relations between sociol equality and attribution of traits, controlling for gender and age. 163 Italian children (M age = 8.37 years, SD = 1.11; 49% girls) participated in the study. They were administered a short self-report questionnaire investigating social equality and were asked to attribute positive and negative traits to the figures of two children (one in-group child with "white" skin; one out-group child with "black" skin). We found that: a) older children perceived higher social equality and girls were less likely than boys to attribute negative traits to the in-group peer; b) children who had higher social equality beliefs were less likely to attribute negative traits and more likely to attribute positive traits to both in-group and out-group peers, also controlling for gender and age. Increasing the beliefs of social equality in children appears a useful educational intervention for promoting both in-group and out-group non-discriminatory peer relations.

Beliefs of social equality and attribution of traits to in-group and out-group peers: a study of Italian Children

MOSSO, Cristina Onesta;RABAGLIETTI, Emanuela;BRIANTE, Giovanni;CIAIRANO, Silvia
2010

Abstract

The study investigated fìrstly, gender muf age differences with respect to the beliefs of social equality, a cognitive component of system justification; secondly, the attribution of positive and negative traits to in-group and out-group peers in school age children. Thirdly and finally, we explored the relations between sociol equality and attribution of traits, controlling for gender and age. 163 Italian children (M age = 8.37 years, SD = 1.11; 49% girls) participated in the study. They were administered a short self-report questionnaire investigating social equality and were asked to attribute positive and negative traits to the figures of two children (one in-group child with "white" skin; one out-group child with "black" skin). We found that: a) older children perceived higher social equality and girls were less likely than boys to attribute negative traits to the in-group peer; b) children who had higher social equality beliefs were less likely to attribute negative traits and more likely to attribute positive traits to both in-group and out-group peers, also controlling for gender and age. Increasing the beliefs of social equality in children appears a useful educational intervention for promoting both in-group and out-group non-discriminatory peer relations.
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trait attribution; children
Mosso C; Rabaglietti E; Briante G; Ciairano S
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/2318/102989
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