The formation of intergroup attitudes in young children

The present study was designed to examine the role of several factors hypothesized to influence the development of intergroup biases among young children. Children (N=87, aged 3 to 5) attending preschool were given measures of classification skill and self-esteem and assigned to membership in a novel social group (“red” and “blue” groups marked by colored t-shirts). In experimental classrooms, teachers used the color groups to label and organize the children and environment. In control classrooms, teachers ignored the color groups. After two weeks, children completed measures of intergroup attitudes and behavior. Overall, the preschoolers showed high levels of intergroup bias. As predicted, children whose teachers made functional use of the groups showed higher levels of ingroup bias than did their peers whose teachers ignored the groups. Findings suggest that preschoolers show a general readiness to develop ingroup biases and, simultaneously, are attentive to environmental messages about social groups