This work was supported by awards from the William T. Grant Foundation to C.M. and M.J.S. The authors would also like to thank Theresa Ciupinski, Vatonna Dunn, Rike Frangos, Christina Hussar, Sarah Jeziorski, Mohsen Khan, Pretty Rami, and Nicole Tabeta for their research assistance. Earlier versions of this article were presented at the annual meeting of the American Educational Research Association in March, 2008 and the biennial meeting of the Society for Research in Child Development in April 2009.
Developmental Antecedents and Social and Academic Consequences of Stereotype-Consciousness in Middle Childhood
Article first published online: 12 NOV 2009
© 2009, Copyright the Author(s). Journal Compilation © 2009, Society for Research in Child Development, Inc.
Volume 80, Issue 6, pages 1643–1659, November/December 2009
How to Cite
McKown, C. and Strambler, M. J. (2009), Developmental Antecedents and Social and Academic Consequences of Stereotype-Consciousness in Middle Childhood. Child Development, 80: 1643–1659. doi: 10.1111/j.1467-8624.2009.01359.x
- Issue published online: 12 NOV 2009
- Article first published online: 12 NOV 2009
The present study, which included 124 children ages 5–11, examined developmental antecedents and social and academic consequences of stereotype-consciousness, defined as awareness of others’ stereotypes. Greater age and more frequent parent-reported racial socialization practices were associated with greater likelihood of stereotype-consciousness. Children who knew of broadly held stereotypes more often explained hypothetical negative interracial encounters between White actors and Black targets as discriminatory. In addition, among African American and Latino children who knew about broadly held stereotypes, diagnostic testing conditions led to stereotype threat effects on a standardized working memory task. Findings are discussed in terms of the contribution to our understanding of children’s developing thinking about and response to stereotypes and related phenomena.