Racial categorization and intergroup perception in preschool children: A focus on group membership and group size in the French context

Abstract

In the current study, we explored how context influences intergroup perception in 3- to 6-year-old children (N = 242; Mage = 55.5 months, SD = 9.94) in France. We examined the impact of participants’ group membership (belonging to a high- vs. low-social-status group) and their group size on the development of racial categorization and the perception of cultural distance. Children completed two tasks using photographs depicting children from the three most represented racial groups in France: Caucasians, Black Africans, and North Africans. In the first task, the free categorization task, they were asked to group photographs of children they thought belonged together. Results revealed that as children grew older, they increasingly grouped children based on their race. In addition, high-social-status (nonmarginalized) children categorized more based on race than low-social-status children. In a second task, children were requested to rate the same photographs on a 5-point Likert scale for perceived cultural distance in three criteria: music, eating habits, and language. Results showed that regardless of their own group membership, children perceived photos representing children of color (North and Black Africans) as culturally more distant than White children on all criteria. However, this bias was not observed in schools where groups have equal numerical status, suggesting a positive impact of environments where groups are numerically equal.