Children's perceptions of social resource inequality

Abstract

Children's perceptions of social resource inequalities were investigated by measuring open-ended explanations for race-based disparities in access to societal resources. Fifth graders (N=139, M=11.14years, SD=0.61years) viewed animated vignettes depicting hypothetical resource inequalities between institutions serving children of African-American and European-American background. Children frequently explained disparities in terms of institutions' differing financial resources, revealing awareness that economic inequalities often underlie groups' differential access to societal resources. Further, children attributed inequalities to differential treatment more often when they witnessed African-Americans at a disadvantage than when they witnessed European-Americans at a disadvantage, demonstrating awareness that racial minority groups are more likely to experience restricted access to resources. Finally, children who reasoned about differential treatment judged inequality, and actions that perpetuated inequality, more negatively than children who attributed inequalities to institutions' differing needs, revealing a link between awareness of discrimination and rejection of social inequalities.