Deck 7: The Development of Prejudice in Children

Question 1

Jane Elliott's "Brown Eyes/Blue Eyes" exercise

A) had a powerful effect on the children who participated that has lasted into adulthood.
B) was an interesting experiment, but had no impact on its participants.
C) had irreversible negative effects on the self-images of the children who took part in it.
D) had a powerful impact on the children who participated, but the effects lessened as they grew to adulthood.

Answer 1

A

Question 2

Which of the following statements about the development of prejudice in majority group children is true?

A) Majority group children show a consistently high level of prejudice from early childhood through adolescence.
B) Majority group children show little prejudice at ages 2 to 4, an increase in preju- dice until about age 7, and a decrease in prejudice after that.
C)is true, but only for majority group children who have had more con- tact with members of minority groups.
D) is true, but only for majority group children who have had little contact with members of minority groups.

Answer 2

A

Question 3

Which of the following statements about the development of prejudice in minority group children is true?

A) At ages 2 to 4, minority group children exhibit more prejudice than majority group children.
B) Minority group children show little prejudice at ages 2 to 4, an increase in preju- dice until about age 7, and a decrease in prejudice after that.
C) Intergroup contact has no effect on prejudice in minority group children.
D) There are no meaningful data about the development of prejudice in minority group children.

Answer 3

C

Question 4

Which of the following statements about the role of intergroup contact in the devel- opment of prejudice in majority group children is true?

A) Although intergroup contact can reduce prejudice in majority group adults, it is not related to prejudice in majority group children.
B) After about age 7, the more intergroup contact majority group children have, the less prejudice they exhibit.
C) After about age 7, the more intergroup contact majority group children have, the more prejudice they exhibit.
D) Nothing is known about how intergroup contact affects the development of prej- udice in majority group children.

Question 5

Which of the following statements about the development of prejudice in minority group children is true?

A) Minority group children's intergroup attitudes become increasingly more nega- tive as they get older.
B) After about age 7, the more intergroup contact minority group children have, the less prejudice they exhibit.
C)is true, but only for Black children; for children from other racial/ ethnic groups, prejudice declines as they get older.
D) Nothing is known about how intergroup contact affects the development of prej- udice in minority group children.

Question 6

The developmental pattern for prejudice in minority group children differs from that in majority group children because

A) when minority group children start school, they may begin to directly experi- ence prejudice and discrimination from their majority group peers.
B) as minority group children grow older, they become increasingly aware of soci- etal racism and discrimination.
C) minority group parents discuss prejudice and discrimination with their children, making it more salient to them.
D) all of the above reasons.

Question 7

The term racial-ethnic socialization refers to

A) the amount of intergroup contact children have.
B) the number of close friends from other racial or ethnic groups that children have.
C) the information that parents provide their children about race and ethnicity.
D) the information that children give to each other about race and ethnicity.

Question 8

----------------American parents are least likely to discuss issues of race and ethnicity with their children.

A) White
B) Latinx
C) Black
D) Asian

Question 9

Topics that minority group parents cover when discussing race and ethnicity with their children include

A) their racial or ethnic heritage and history.
B) advice on how to cope with discrimination.
C) a need to be cautious in dealing with majority group members because of the risk of discrimination.
D) all of the above.

Question 10

Reasons that White American parents give for not discussing issues of race and eth- nicity with their children include

A) the belief that any discussion of race is inherently biased, so not discussing race is the best way to raise unbiased children.
B) the parents' lack awareness of contemporary racial disparities and so do not know what to say to their children.
C) the belief that it is not necessary to discuss racial disparities because they do not directly affect their lives.
D) all of the above.

Question 11

Which approach do White American parents generally take when discussing issues of race and ethnicity with their children?

A) A colorblind approach that teaches that race does not matter.
B) A multicultural approach that teaches that cultural differences are good and should be celebrated.
C) An assimilationist approach that teaches that members of minority groups should adhere to majority group values and norms.
D) A segregationist approach that teaches that there should be strict separation of racial and ethnic groups.

Question 12

Research on children's intergroup behavior shows that

A) their behavior is generally consistent with their attitudes, regardless of the method by which those attitudes are measured.
B) younger children are more likely to exhibit an own-race bias in their behavior than are older children.
C) positive cross-race interactions are more common in the classroom than outside of class.
D) all of the above are true.

Question 13

Which of the following statements about children's intergroup behavior is true?

A) Boys show a stronger same-race preference than girls.
B) Children are more accepting of discrimination in interpersonal settings (such as friendship choice) than in achievement settings (such as sports teammate choice).
C) White children are more likely to list other-race children as friends than are Black children.
D) Regardless of race or ethnicity, children reject discrimination until they reach high school, then become more accepting of it.

Question 14

According to your text, why do all the Black kids sit together in the cafeteria?

A) It is a way to protest against having integrated schools.
B) They don't want to talk about racism with their White peers.
C) Doing so is a way to express their racial identity.
D) Black teens are prejudiced against White teens.

Question 15

Gender stereotypes develop

A) before children use spoken language.
B) around the age of 5.
C) earlier in boys than in girls.
D) earlier in White children than in Black children.

Question 16

Which of the following statements about the development of gender-based prejudice is true?

A) Children do not develop any signs of gender-based prejudice until adolescence.
B) Children first show signs of being aware of gender-role expectations at about age 9 or 10.
C) The age at which children show same-sex preferences is earlier in some cultures than in others.
D) All of the above are true.

Question 17

Young children are most likely to base their gender-related judgments on another person's

A) biological sex.
B) socially defined gender role.
C) gender constancy.
D) observed behaviors.

Question 18

Research shows that older children are most likely to dislike-------------------with-------------------characteristics.

A) girls; feminine
B) girls; masculine
C) boys; masculine
D) boys; feminine

Question 19

Research has demonstrated that other-gender discrimination

A) is strongest in preschool and declines at older ages.
B) begins in preschool and becomes more common as children develop.
C) is equally strong for boys and girls at all stages of development.
D) develops at an earlier age for boys than for girls.

Question 20

Which factor most likely accounts for the reduction in other-gender prejudice that appears around high school age?

A) Heterosexual interest
B) Anti-bias education
C) Exposure to role models who do not exhibit this prejudice
D) All of the above

Question 21

Research on children's reactions to the intersection of race and gender has found that although ratings are positive overall, children make the least positive ratings of

A) White boys.
B) White girls.
C) Black boys.
D) Black girls.

Question 22

Anti-gay prejudice becomes most pronounced

A) in infancy.
B) about ages 6 to 8.
C) in adolescence.
D) in young adulthood.

Question 23

Which of the following statements about anti-gay prejudice in heterosexual adoles- cents is true?

A) Minority group adolescents express more anti-gay prejudice than majority group adolescents.
B) Adolescents' attitudes toward lesbians become more negative as they get older.
C) There are few gender differences in adolescents' attitudes toward lesbians and gay men.
D) Adolescents see nothing wrong with same-sex sexual behavior.

Question 24

Which of the following forms of anti-gay discrimination are heterosexual adolescents most likely to find acceptable?

A) Exclusion from a peer group
B) Vandalism of personal property
C) Verbal insults
D) Physical assault

Question 25

Research on anti-transgender prejudice in children and adolescents has found that

A) young children have relatively neutral attitudes toward transgender peers.
B) young children like same-gender peers better than other-gender peers regardless of whether the peer is cis- or transgender.
C) attitudes toward transgender peers become more negative in adolescence.
D) all of the above are true.

Question 26

Which of the following statements about the bullying of gay and transgender youth in high school is true?

A) It affects only boys who are perceived to be gay, not girls who are perceived to be lesbian.
B) It motivates victims to defy their tormentors, such as by never skipping class to avoid trouble.
C) Many victims of anti-gay or anti-transgender bullying believe adults at their schools are prejudiced against sexual and gender minorities or may not provide help.
D) Its effects are less severe than those of bullying based on other factors.

Question 27

Children's learning to categorize people into social groups

A) influences explicit, but not implicit, prejudice.
B) may or may not lead to prejudice.
C) is different in important ways from categorization in adults.
D) occurs only when children have acquired language skills.

Question 28

Which of the following techniques is used to investigate whether infants can dis- criminate between pictures that vary on the basis of gender, age, or race?

A) Centration technique
B) Doll technique
C) Habituation paradigm
D) Sociometric paradigm

Question 29

Infants are aware of social categories based on

A) gender.
B) age.
C) both gender and age.
D) neither gender nor age.

Question 30

Infants show awareness of some social categories. Awareness of which of the follow- ing categories emerges first?

A) Race
B) Gender
C) Age
D) None of these emerges first; they all emerge at the same time.

Question 31

Which of the following statements about children's awareness of social categories is true?

A) Children do not show awareness of social categories before age 1.
B) Although children's ability to form social categories reflects an innate propensity, the categories they form are determined by their social environments.
C) Children must be able to verbalize their thoughts before researchers can study their awareness of social categories.
D) Implicit awareness of social categories is highly correlated with implicit prejudice in children.

Question 32

Dr. Developmental repeatedly presented an infant with a photo of a woman until the infant got used to the photo. The researcher then simultaneously showed the infant the old photo and a new photo of a woman. Dr. Developmental could conclude that the infant can discriminate between the two photos if the infant

A) looks at both pictures for the same amount of time.
B) refuses to look at either picture.
C) looks at the old photo longer than the new photo.
D) looks at the new photo longer than the old photo.

Question 33

The finding that children are aware of social categories at an early age suggests that

A) the influence of parental socialization begins at a very young age.
B) the propensity to organize the social world in meaningful ways is innate.
C) the influence of parental socialization cannot be meaningfully separated from innate influences on the propensity to develop such categories.
D) young infants who are exposed to the media are more likely to be implicitly aware of social categories than those who are not.

Question 34

By what age can almost all children correctly explicitly classify people as male or female?

A) Two months
B) Six to nine months
C) One year
D) Three years

Question 35

Which of the following research techniques is used to determine older children's awareness of social categories?

A) Doll technique
B) Habituation paradigm
C) Sociometric ratings
D) Forced choice method

Question 36

Research on children's category awareness shows that they first accurately differenti- ate between

A) women and men.
B) Black people and White people.
C) White people and all other ethnic groups.
D) older people and younger people.

Question 37

Which of the following statements about children's explicit awareness of racial cat- egories is true?

A) Children do not become aware of racial categories until late childhood.
B) Awareness of the categories Black people and White people appears at an earlier age than awareness of other racial categories.
C) Children become aware of all racial categories at about age 4 or 5.
D) Children become aware of racial categories before they become aware of gender categories.

Question 38

Which of the following statements about children's use of racial categories is true?

A) Children in areas where multiracial people are more common tend to describe others in terms of multiple racial categories rather than just one category.
B) When asked an open-ended question such as "Tell me about this person; what do you see?" children rarely mention race.
C) Even when children express a racial preference, their interactions with other children are more influenced by gender than by race.
D) All of the above are true.

Question 39

Of the following social categories, explicit awareness of-------------------emerges last.

A) religion
B) race
C) gender
D) age

Question 40

Children's rules for categorizing people into social groups develop based on

A) the presence of perceptually obvious characteristics that can be used to differenti- ate groups.
B) explicit use of categories by adults.
C) how frequently children see members of different groups.
D) all of the above.

Question 41

To reliably classify people into social groups, children must attain the concept of

A) concrete operations.
B) category constancy.
C) perceptual fluency.
D) personality.

Question 42

Children's understanding that a person's membership in a social category, such as gender or race, does not change across time or as a matter of superficial changes in appearance is known as

A) category identity.
B) stereotyping.
C) category constancy.
D) social stability.

Question 43

Younger children

A) tend to believe that people who are physically similar are also similar on unseen characteristics, such as blood type.
B) generally have more complex social categories than older children.
C) tend to show little difference in preferences for members of different social categories.
D) generally act more in line with their racial preferences than their gender prefer- ences in their interactions with other children.

Question 44

Essentialism is the belief that

A) members of a social category all have the same characteristics and those charac- teristics do not change.
B) the social groups that are essential to children's identities are preferred over other social groups.
C) people who appear to be different from one another can belong to the same social category.
D) people can change from one social category to another if they want to.

Question 45

The belief that members of a category all have similar psychological characteristics and that these characteristics are unchanging is known as

A) essentialism.
B) category constancy.
C) within-category generalization.
D) preference for simplicity.

Question 46

----------------of prejudice occurs when an individual is rewarded for behaving in a prejudiced manner.

A) Indirect teaching
B) Imitation
C) Direct teaching
D) Vicarious learning

Question 47

Observational learning of prejudice can occur

A) by imitating the attitudes of a live model.
B) by being directly rewarded for one's behavior.
C) through symbolic modeling, such as reading a book.
D) both a and c

Question 48

Victor sees his friend being rewarded for playing with a child of another race. Victor later chooses to play with a child of another race. According to social learning theory, doing so reflects-------------------learning.

A) symbolic
B) direct
C) vicarious
D) process

Question 49

Direct teaching of racial prejudice is most likely to come from

A) depictions of members of minority groups in the media.
B) parents who are members of hate groups.
C) parents of any background.
D) observing adults' behavior.

Question 50

Crystal hears her friends use the expression "that's so gay" to refer to another person's negative behavior. From that, she concludes that gay people are not viewed positively by her friends. This conclusion is based on

A) direct teaching.
B) indirect teaching.
C) symbolic modeling.
D) vicarious reinforcement.

Question 51

Which of the following statements about parents' influence on their children's inter- group attitudes is true?

A) There is a moderate correlation between parents' intergroup attitudes and those of their children.
B) Most learning of prejudice comes through direct teaching.
C) Children influence their parents' attitudes but parents do not influence their children's attitudes.
D) There is no relationship between parents' intergroup attitudes and those of their children.

Question 52

Research results suggest that children become aware of racial categories because they see adults making distinctions between people on the basis of race. This finding is most consistent with-------------------theories of the development of prejudice in children.

A) social learning
B) cognitive developmental
C) inner state
D) genetic

Question 53

According to John Duckitt's analysis, having parents who engage in-------------------child-rearing practices are one basis for a person's developing right-wing authoritar- ian attitudes.

A) competitive
B) affectionate
C) punitive
D) permissive

Question 54

According to John Duckitt's analysis, having parents who engage in-------------------child- rearing practices are one basis for a person's developing social dominance orientation.

A) punitive
B) unaffectionate
C) permissive
D) tender-minded

Question 55

According to John Duckitt's analysis, children who are socialized to see the world as-------------------tend to develop right-wing authoritarian attitudes.

A) cooperative
B) safe and secure
C) competitive
D) threatening and dangerous

Question 56

According to John Duckitt's analysis, children who are socialized to see the world as-------------------tend to develop social dominance orientation.

A) cooperative
B) safe and secure
C) competitive
D) threatening and dangerous

Question 57

According to John Duckitt's analysis, children who are socialized to have-------------------as a primary motive tend to develop right-wing authoritarian attitudes.

A) security
B) personal freedom
C) superiority over others
D) concern for others

Question 58

According to John Duckitt's analysis, children who are socialized to have-------------------as a primary motive tend to develop social dominance orientation.

A) social control and security
B) personal freedom
C) superiority over others
D) concern for others

Question 59

Jamal is least likely to develop an authoritarian personality if

A) his parents use punitive child-rearing practices.
B) he feels insecure in his environment when his parents are absent.
C) his parents emphasize the importance of personal freedom.
D) he has a conforming personality.

Question 60

Parents can influence their children's intergroup attitudes

A) through their child-rearing practices.
B) through indirect teaching.
C) by choosing the environments their children experience.
D) by all of the above.

Question 61

Which of the following statements about peer influences on children's intergroup attitudes is true?

A) Children often discuss prejudice and discrimination with each other, leading to a high correlation between children's attitudes and those of their friends.
B) Children who are rejected by their peers express more prejudice than children who are accepted by their peers.
C) Children's intergroup attitudes are highly similar to their peers' attitudes for every outgroup.
D) Peer group norms have no effect on children's expression of prejudiced attitudes.

Question 62

Research shows that the vast majority of comic strips feature White characters. Because of this, White children who regularly read the comics might

A) be less prejudiced toward Black people because they see no negative Black char- acters in the comics.
B) conclude that Black people and their culture are not valued.
C) conclude that Black people are aggressive since comic book characters are often aggressive.
D) develop awareness of race as a social category at an early age.

Question 63

According to your textbook, researchers have

A) a reasonably good understanding about how prejudice develops.
B) demonstrated that cognitive factors play the most important role in prejudice development.
C) focused too much on the role of genetic factors, and too little on the role of per- sonality differences, in prejudice development.
D) much to learn about the development of prejudice.

Question 64

Research exploring whether the implementation of school desegregation in the United States has been effective has shown that

A) most minority students benefit from desegregation.
B) more often than not, desegregation reduces prejudice.
C) the effects of desegregation have been inconsistent.
D) the Brown v. Board of Education ruling was a mistake.

Question 65

----------------involves only a mixture of groups;-------------------also involves posi- tive intergroup contact.

A) Segregation; desegregation
B) Integration; assimilation
C) Desegregation; integration
D) Assimilation; integration

Question 66

For a school to be integrated rather than merely desegregated

A) ingroup and outgroup members must have equal status in the school.
B) students from the different groups must be able to get to know each other as individuals.
C) school authorities must clearly support efforts to improve intergroup relations.
D) all of the above factors must be present.

Question 67

One explanation why desegregation has not uniformly improved intergroup relations is that

A) schools can be integrated, but not desegregated.
B) schools can be officially desegregated, but internally remain segregated.
C) too many students of color are not fluent in English.
D) schools in many large cities are too diverse.

Question 68

Which of the following can result in internal resegregation in schools?

A) Separating students based on their English fluency.
B) Dividing students into standard and accelerated tracks.
C) Children from different groups preferring different extracurricular activities.
D) All of the above.

Question 69

Which of the following is likely to improve the chances for positive intergroup con- tact among students in a desegregated school?

A) Providing children from different backgrounds the opportunity to get to know one another.
B) Choosing students from all backgrounds as school representatives.
C) Having children from different backgrounds work together to reach a common goal.
D) All of the above.

Question 70

In the-------------------classroom learning technique, each student takes primary responsibility for learning one part of a lesson and then teaches that material to other team members.

A) personalized
B) jigsaw
C) integrated
D) mastery-oriented

Question 71

Research on the effects of cooperative learning has found that

A) it reduces prejudice and discrimination against children who are members of one's learning team.
B) it fosters the development of intergroup friendships.
C) its effects do not generalize to attitudes toward teammates' racial/ethnic groups as a whole.
D) all of the above are correct.

Question 72

Which of the following is not a component of multicultural education?

A) Separating cultural issues from the standard curriculum.
B) Helping students develop positive attitudes toward outgroups.
C) Creating a school culture that promotes equality.
D) Using teaching strategies that accommodate different learning styles.

Question 73

Multicultural education is based on the belief that

A) cultural education is best taught separately from the standard curriculum.
B) cultural education should focus on racial harmony.
C) ignorance is a major cause of prejudice.
D) all of the above are true.

Question 74

----------------education focuses on raising awareness of institutional racism.

A) Anti-bias
B) Multicultural
C) Assimilation
D) Integrationist

Question 75

Effective multicultural and anti-bias education programs are characterized by

A) putting students into direct contact with members of outgroups.
B) teaching students empathy and perspective-taking skills.
C) providing adult guidance to help children understand and apply information.
D) all of the above.

Question 76

Which of the following would not be an effective component of an anti-bias or mul- ticultural education program?

A) Arranging for students to meet with members of outgroups.
B) Giving students relevant materials to read on their own.
C) Working to develop children's perspective-taking skills.
D) Providing adult guidance to help children understand and apply information.

Question 77

Multicultural and anti-bias education programs

A) never increase students' prejudice levels.
B) are generally effective at reducing prejudice regardless of how well they are designed.
C) can be effective at reducing prejudice, but must be properly designed.
D) are never effective at reducing prejudice.

Question 78

Which of the following can be useful in preparing children for intergroup contact?

A) Reading about or imagining positive intergroup contact.
B) Watching television shows that model positive intergroup contact.
C) Multicultural educational experiences.
D) All of the above.

Question 79

Teachers can promote the reduction of prejudice in children by

A) explaining that existing biological social group differences (such as differential susceptibility to disease) do not imply differences in personality and behavior.
B) explaining the pitfalls of believing that social group differences are genetically based.
C) modeling more positive attitudes toward multiculturalism and intergroup inclusion.
D) doing all of the above.

Question 80

Research shows that adults who attended desegregated schools as children are-------------------compared to those who attended segregated schools.

A) more likely to live in a segregated neighborhood
B) less likely to have friends from other racial groups
C) more likely to work in a desegregated setting
D) less likely to hold a job with a good salary and benefits