By Stephen M. Quintana, Clark McKown
Filling a serious void within the literature, Race, Racism, and the constructing Child offers a tremendous resource of data for researchers, psychologists, and scholars at the contemporary advances within the specified developmental and social good points of race and racism in kid's lives. Thorough and available, this well timed reference attracts on a world selection of specialists and students representing the breadth of views, theoretical traditions, and empirical ways during this field.Content:
Chapter 1 creation: Race, Racism, and the constructing baby (pages 1–15): Stephen M. Quintana and Clark McKown
Chapter 2 Racial viewpoint Taking skill: Developmental, Theoretical, and Empirical traits (pages 16–36): Stephen M. Quintana
Chapter three kid's constructing Conceptions of Race (pages 37–54): Lawrence A. Hirschfeld
Chapter four A Social?Cognitive Developmental thought of Prejudice (pages 55–71): Frances E. Aboud
Chapter five using Social id and Self?Categorization Theories to kid's Racial, Ethnic, nationwide, and nation Identifications and Attitudes (pages 72–110): Martyn Barrett and Stephanie C. Davis
Chapter 6 Lay Theories and Intergroup relatives (pages 111–131): Sheri R. Levy and Dina M. Karafantis
Chapter 7 kid's Perceptions of Racial and Ethnic Discrimination: adjustments throughout teenagers and Contexts (pages 133–153): Christia Spears Brown
Chapter eight concept, examine, and types (pages 154–181): William E. go and T. Binta Cross
Chapter nine daily studies of Ethnic and Racial id between children and teens (pages 182–202): Tiffany Yip
Chapter 10 Racial identity between Multiracial early life: Implications for Adjustment (pages 203–225): Melissa R. Herman
Chapter eleven the right way to seize a Moonbeam: A Mixed?methods method of realizing Ethnic Socialization methods in Ethnically varied households (pages 226–277): Diane Hughes, Deborah Rivas, Monica Foust, Carolin Hagelskamp, Sarah Gersick and Niobe Way
Chapter 12 Racial Discrimination and the psychological health and wellbeing of African American children (pages 278–312): Shauna M. Cooper, Vonnie C. McLoyd, Dana wooden and Cecily R. Hardaway
Chapter thirteen Social identification improvement and kid's Ethnic Attitudes in Australia (pages 313–338): Drew Nesdale
Chapter 14 Perceived Discrimination, Ethnic Minority id, and Self?Esteem (pages 339–365): Maykel Verkuyten
Chapter 15 Social impacts at the Ethnic success hole (pages 366–396): Clark McKown and Michael J. Strambler
Chapter sixteen The influence of Race on kid's Occupational Aspirations (pages 397–423): Julie Milligan Hughes and Rebecca S. Bigler
Chapter 17 kid's and youngsters' Decision?Making approximately Intergroup Peer Relationships (pages 424–451): Heidi McGlothlin, Christina Edmonds and Melanie Killen
Chapter 18 Acquisition and improvement of a Shared mental Intergroup Repertoire in a Context of an Intractable clash (pages 452–482): Yona Teichman and Daniel Bar?Tal
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Additional info for Handbook of Race, Racism, and the Developing Child
Social identity theory (SIT, Chapter 5) describes what dynamics emerge when an individual identiﬁes with a social group. These dynamics include the merging of personal and collective esteem. For example, identifying with a stigmatized group threatens collective self-esteem and, therefore, threatens personal self-esteem, when a person identiﬁes personally with the stigmatized group. To maintain self-esteem there needs to be a concomitant level of group esteem or, in the case of racial groups, racial pride.
The differences in the content of racial understanding are associated with the speciﬁc sociocultural and historical context of each of the racial groups. The differences likely result from differences in the socialization messages given to children by parents (see Chapter 11) and prevalent in broader society. L E V E L S O F R A C I A L P E R S P E C T I V E - TA K I N G A B I L I T Y Like SPTA, levels of RPTA range from Level 0, that is characteristic of early childhood and preschool ages, to Level 3, descriptive of development during late adolescence.
Cause if you are in this school [for Hawaiians], you get to know about your culture and religion and how you are supposed to live. It gets me to know myself a little better [emphasis added]. Interviewer: What does it mean to be African American? Child: I just feel proud, I just feel proud of who I am, my color. Racial Perspective Taking Ability 31 Interviewer: What does it mean to be Mexican American? Child: Even if I married another person from another race I wouldn’t stop being who I was, my last name might change, but inside I wouldn’t stop being who I was.