Social status is related to children's responses to third-person inequalities.
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| Title: | Social status is related to children's responses to third-person inequalities. |
|---|---|
| Authors: | Chao, Tim Wei-Ting1 (AUTHOR), Mei, Junyi1 (AUTHOR), Rizzo, Michael T.1 (AUTHOR) mtrizzo@illinois.edu |
| Source: | Journal of Experimental Child Psychology. Jan2025, Vol. 249, pN.PAG-N.PAG. 1p. |
| Subject Terms: | *Social development, Social status, African Americans, Resource allocation, Fairness, Moral development |
| Abstract: | • Children assigned to advantaged/disadvantaged statuses evaluated an inequality. • Advantaged children were less likely to rectify the third-person inequality. • Younger advantaged children judged rectifying third-person inequality as less fair. • Children focused on advantaged recipient's resources were less likely to rectify. • Advantaged status shaped children's views of inequality beyond personal benefits. The current study investigated how children's experiences with advantaged or disadvantaged status within one inequality influence their responses to other inequalities that they are neither advantaged nor disadvantaged by. Children (N = 161; 3–8 years of age; 80 girls and 81 boys; sampling population: 70% White, 16% African American, 10% Latine, and 4% Asian American; middle-income families) were first randomly assigned to an advantaged or disadvantaged status within a first-person, gender-based inequality and were then assessed on their allocations of new resources and judgments of rectifying, equal, and perpetuating allocations in response to a separate third-person, economic-based inequality between two other recipients. We found that children who were advantaged by the first-person inequality were less likely to rectify the third-person inequality, especially if they focused on the advantaged recipient's perspective when reasoning about their allocation. Younger advantaged children were also less likely to judge rectifying the third-party inequality as fair. Taken together, these results demonstrate how children's experiences with inequalities inform their responses to other third-person inequalities and conceptions of fairness more broadly. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Experimental Child Psychology is the property of Academic Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180994977 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Social status is related to children's responses to third-person inequalities. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chao%2C+Tim+Wei-Ting%22">Chao, Tim Wei-Ting</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mei%2C+Junyi%22">Mei, Junyi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rizzo%2C+Michael+T%2E%22">Rizzo, Michael T.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mtrizzo@illinois.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Experimental+Child+Psychology%22">Journal of Experimental Child Psychology</searchLink>. Jan2025, Vol. 249, pN.PAG-N.PAG. 1p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Social+development%22">Social development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+status%22">Social status</searchLink><br /><searchLink fieldCode="DE" term="%22African+Americans%22">African Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+allocation%22">Resource allocation</searchLink><br /><searchLink fieldCode="DE" term="%22Fairness%22">Fairness</searchLink><br /><searchLink fieldCode="DE" term="%22Moral+development%22">Moral development</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: • Children assigned to advantaged/disadvantaged statuses evaluated an inequality. • Advantaged children were less likely to rectify the third-person inequality. • Younger advantaged children judged rectifying third-person inequality as less fair. • Children focused on advantaged recipient's resources were less likely to rectify. • Advantaged status shaped children's views of inequality beyond personal benefits. The current study investigated how children's experiences with advantaged or disadvantaged status within one inequality influence their responses to other inequalities that they are neither advantaged nor disadvantaged by. Children (N = 161; 3–8 years of age; 80 girls and 81 boys; sampling population: 70% White, 16% African American, 10% Latine, and 4% Asian American; middle-income families) were first randomly assigned to an advantaged or disadvantaged status within a first-person, gender-based inequality and were then assessed on their allocations of new resources and judgments of rectifying, equal, and perpetuating allocations in response to a separate third-person, economic-based inequality between two other recipients. We found that children who were advantaged by the first-person inequality were less likely to rectify the third-person inequality, especially if they focused on the advantaged recipient's perspective when reasoning about their allocation. Younger advantaged children were also less likely to judge rectifying the third-party inequality as fair. Taken together, these results demonstrate how children's experiences with inequalities inform their responses to other third-person inequalities and conceptions of fairness more broadly. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Experimental Child Psychology is the property of Academic Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1016/j.jecp.2024.106117 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 1 StartPage: N.PAG Subjects: – SubjectFull: Social development Type: general – SubjectFull: Social status Type: general – SubjectFull: African Americans Type: general – SubjectFull: Resource allocation Type: general – SubjectFull: Fairness Type: general – SubjectFull: Moral development Type: general Titles: – TitleFull: Social status is related to children's responses to third-person inequalities. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chao, Tim Wei-Ting – PersonEntity: Name: NameFull: Mei, Junyi – PersonEntity: Name: NameFull: Rizzo, Michael T. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00220965 Numbering: – Type: volume Value: 249 Titles: – TitleFull: Journal of Experimental Child Psychology Type: main |
| ResultId | 1 |
