Beliefs about poverty related to social categorization in childhood
The aim of this study was to determine whether the social categorization of poverty during childhood is based on essentialist beliefs. The study included 121 children, aged 5 to 7, from different socioeconomic backgrounds living in the city of Barranquilla, Colombia. The children stated that the nat...
- Autores:
-
Amar Amar, José Juan
Abello Llanos, Raimundo
MartíNez GonzáLez, Marina
Monroy Agamez, Ernesto
Cortés Peña, Omar Fernando
Crespo Romero, Fernando Alexis
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2015
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/4204
- Acceso en línea:
- https://hdl.handle.net/11323/4204
https://repositorio.cuc.edu.co/
- Palabra clave:
- Social categorization
Childhood cognition
Essentialism
Poverty
Childhood
Cognición infantil
Esencialismo
Pobreza
Infancia
- Rights
- openAccess
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
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Beliefs about poverty related to social categorization in childhood |
| dc.title.translated.spa.fl_str_mv |
Creencias sobre la pobreza relacionadas con la categorización social en la infancia. |
| title |
Beliefs about poverty related to social categorization in childhood |
| spellingShingle |
Beliefs about poverty related to social categorization in childhood Social categorization Childhood cognition Essentialism Poverty Childhood Cognición infantil Esencialismo Pobreza Infancia |
| title_short |
Beliefs about poverty related to social categorization in childhood |
| title_full |
Beliefs about poverty related to social categorization in childhood |
| title_fullStr |
Beliefs about poverty related to social categorization in childhood |
| title_full_unstemmed |
Beliefs about poverty related to social categorization in childhood |
| title_sort |
Beliefs about poverty related to social categorization in childhood |
| dc.creator.fl_str_mv |
Amar Amar, José Juan Abello Llanos, Raimundo MartíNez GonzáLez, Marina Monroy Agamez, Ernesto Cortés Peña, Omar Fernando Crespo Romero, Fernando Alexis |
| dc.contributor.author.spa.fl_str_mv |
Amar Amar, José Juan Abello Llanos, Raimundo MartíNez GonzáLez, Marina Monroy Agamez, Ernesto Cortés Peña, Omar Fernando Crespo Romero, Fernando Alexis |
| dc.subject.spa.fl_str_mv |
Social categorization Childhood cognition Essentialism Poverty Childhood Cognición infantil Esencialismo Pobreza Infancia |
| topic |
Social categorization Childhood cognition Essentialism Poverty Childhood Cognición infantil Esencialismo Pobreza Infancia |
| description |
The aim of this study was to determine whether the social categorization of poverty during childhood is based on essentialist beliefs. The study included 121 children, aged 5 to 7, from different socioeconomic backgrounds living in the city of Barranquilla, Colombia. The children stated that the nature of this social category is based on situations external to the individuals rather than essentialist reasons. No significant differences were found as regards age, gender or socioeconomic status (SES), except in the capacity of the respondents to self-categorize their social status. Children who find fewer differences between members and non-members of a given category tend to err in their self-categorization, which is important for the prevention of social exclusion |
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Bar-Tal, D. (1996). Development of social categories and stereotypes in early childhood: the case of “the Arab” concept formation, stereotype and attitudes by Jewish children in Israel. International Journal of Intercultural Relations, 20, 341-370. doi: 10.1016/0147- 1767(96)00023-5 Bastian, B., & Haslam, N. (2006). Psychological essentialism and stereotype endorsement. Journal of Experimental Social Psychology 42, 228-235. doi: 10.1016/j.jesp.2005.03.003 Benett, M., & Sani, F. (2004). The development of the Social-Self. USACanada: Psychology Press. Brewer, M., & Gardner, W. (1996). Who Is This “We”? Levels of collective identity and self representations. Journal of Personality and Social Psychology, 71, 83-93. doi: 10.1037/0022-3514.71.1.83 Carnaghi, A., & Yzerbyt, V.Y. (2007). Subtyping and social consensus: The role of the audience in the maintenance of stereotypic beliefs. European Journal of Social Psychology, 37, 902-922. doi: 10.1002/ejsp.402 Chafel, J., & Neitzel, C. (2005). Young children’s ideas about the nature, causes, justification, and alleviation of poverty. Early Childhood Research Quarterly, 20, 433-450. doi:10.1016/j. ecresq.2005.10.004 Chafel, J. (1997). Societal images of poverty: child and adult beliefs. Youth & Society, 28, 432-463. doi: 10.1177/0044118X97028004003 De la Corte, L. (1998). Compromiso y ciencia social: el ejemplo de Ignacio Martín-Baró (Doctoral thesis). Madrid: Universidad Autónoma de Madrid. Retrieved from: http://www.uca.edu.sv/filosofia/admin/ files/1203356605.pdf Del Río, M.F. (2008). Esencialismo y categorías sociales: ¿Tienen los niños una teoría sobre la pobreza? (Doctoral thesis). Santiago de Chile, Chile: Pontificia Universidad Católica de Chile. Del Río, M.F., & Strasser, K. (2007). ¿Tienen los niños una teoría esencialista acerca de la pobreza? PSYKHE, 16, 139-149. doi: 10.4067/S0718-22282007000200012 Diesendruck, G., & HaLevi, H. (2006). The role of language, appearance, and culture in children’s social category-based induction. Child Development, 77, 539-553. doi: 10.1111/j.1467-8624.2006.00889.x Estrada, C., Oyarzún, M., & Yzerbyt, V. (2007). Teorías implícitas y esencialismo psicológico: herramientas conceptuales para el estudio de las relaciones entre y dentro de los grupos. PSYKHE, 16, 111-12. doi: 10.4067/S0718-22282007000100009 Erdley, C.A., & Dweck, C.S. (1993). Children’s implicit personality theories as predictors of their social judgments. Child Development, 64, 863–878. Retrieved from: http://www.jstor.org/ stable/1131223 Gelman, S.A (2004). Psychological essentialism in children. Trends in Cognitive Sciences, 8, 404-409. doi:10.1016/j.tics.2004.07.001 Greenwald, A.G., & Banaji, M.R. (1995). Implicit social cognition: Attitudes, self-esteem, and stereotypes. Psychological Review, 102, 4-27. doi: 10.1037/0033-295X.102.1.4 Hirschfeld, L.A. (1995). Do children have a theory of race? Cognition, 54, 209-252. Keil, F. (1996). Concepts, kinds, and cognitive development. Cambridge, MA: Bradford BooK/MIT Press. Leahy, R. (1981). The development of the conception of economic inequality: I. Descriptions and comparisons of rich and poor people. Child Development, 52, 523–532. Retrieved from: http:// www.jstor.org/stable/1129170 Medin, D.L. (2005). Concepts and conceptual structure. Reading 7. In: Hamilton, D. (Ed.), Social Cognition: Key Readings in Social Psychology. Ney York, NY: Psychology Press. Medin, D.L. (1989). Concepts and conceptual structure. American Psychologist, 44, 1469-1481. doi: 10.1037/0003-066X.44.12.1469 Piaget, J., & Inhelder, B. (1975). Génesis de las estructuras lógicas elementales. New York, NY: Norton. Pitner, R., & Astor, R. (2008). Children’s reasoning about poverty, physical deterioration, danger, and retribution in neighborhood contexts. Journal of Environmental Psychology, 28, 327-338. doi: 10.1016/j.jenvp.2008.03.002 Philip, C., Mahalingam, R., & Sellers, R. (2010). Understanding East Indians’ attitudes toward African Americans: Do mainstream prejudicial attitudes transfer to immigrants? Journal of Ethnic and Migration Studies, 36, 651-671. doi: 10.1080/13691830903525399 Prentice, D.A., & Miller, D.T. (2007). Psychological essentialism of human categories. Current Directions in Psychological Science, 16, 202-206. doi: 10.1111/j.1467-8721.2007.00504 Rholes, W.S., & Ruble, D.N. (1984). Children’s understanding of dispositional characteristics of others. Child Development, 55, 550- 560. Retrieved from: http://www.jstor.org/stable/1129966 Taylor, M., Rhodes, M., & Gelman, S. (2009). Boys will be boys; cows will be cows: Children’s essentialist reasoning about gender categories and animal species. Child Development, 80, 461-481. doi: 10.1111/j.1467-8624.2009.01272.x Turner, J.C. (1982). The cognitive constructions of grups. In: Tajfel, H. (Ed.), Social identity and intergroup relations. Oxford: Cambridge University Press. Turner, J. (1977). Estereotipos sexuales: una comparación de los estudiantes colombianos y canadienses. Revista Latinoamericana de Psicología, 9, 57-74. Woolfolk, A. (2006). Psicología educativa. Madrid, Spain: Pearson Educación. |
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Amar Amar, José JuanAbello Llanos, RaimundoMartíNez GonzáLez, MarinaMonroy Agamez, ErnestoCortés Peña, Omar FernandoCrespo Romero, Fernando Alexis2019-05-17T15:03:02Z2019-05-17T15:03:02Z20150121-4381https://hdl.handle.net/11323/4204Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/The aim of this study was to determine whether the social categorization of poverty during childhood is based on essentialist beliefs. The study included 121 children, aged 5 to 7, from different socioeconomic backgrounds living in the city of Barranquilla, Colombia. The children stated that the nature of this social category is based on situations external to the individuals rather than essentialist reasons. No significant differences were found as regards age, gender or socioeconomic status (SES), except in the capacity of the respondents to self-categorize their social status. Children who find fewer differences between members and non-members of a given category tend to err in their self-categorization, which is important for the prevention of social exclusionEl objetivo de este estudio fue determinar si la categorización social de la pobreza durante la infancia se basa en creencias esencialistas. El estudio incluyó a 121 niños, de 5 a 7 años, de diferentes orígenes socioeconómicos que viven en la ciudad de Barranquilla, Colombia. Los niños declararon que la naturaleza de esta categoría social se basa en situaciones externas a los individuos en lugar de razones esencialistas. No se encontraron diferencias significativas en cuanto a la edad, el género o el estatus socioeconómico (SES), excepto en la capacidad de los encuestados para autocategorizar su estatus social. Los niños que encuentran menos diferencias entre los miembros y los no miembros de una categoría dada tienden a errar en su autoclasificación, lo cual es importante para la prevención de la exclusión social.Amar Amar, José Juan-4a55def1-2a45-4a45-bf0d-0c2ad944fa7f-0Abello Llanos, Raimundo-090a6f01-1134-40b7-8222-610f343e887f-0MartíNez GonzáLez, Marina-6077c30d-21c1-4288-8d7e-773c0d5fd8fb-0Monroy Agamez, Ernesto-a49ffe05-b61e-437f-8919-4a070306290c-0Cortés Peña, Omar Fernando-e62e2193-00db-4f82-9409-1b2393e11c53-0Crespo Romero, Fernando Alexis-32dec97b-be2c-4b7d-a103-36767124d5b2-0engSuma psicológicaAttribution-NonCommercial-ShareAlike 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Social categorizationChildhood cognitionEssentialismPovertyChildhoodCognición infantilEsencialismoPobrezaInfanciaBeliefs about poverty related to social categorization in childhoodCreencias sobre la pobreza relacionadas con la categorización social en la infancia.Artículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/acceptedVersionBar-Tal, D. (1996). Development of social categories and stereotypes in early childhood: the case of “the Arab” concept formation, stereotype and attitudes by Jewish children in Israel. International Journal of Intercultural Relations, 20, 341-370. doi: 10.1016/0147- 1767(96)00023-5 Bastian, B., & Haslam, N. (2006). Psychological essentialism and stereotype endorsement. Journal of Experimental Social Psychology 42, 228-235. doi: 10.1016/j.jesp.2005.03.003 Benett, M., & Sani, F. (2004). The development of the Social-Self. USACanada: Psychology Press. Brewer, M., & Gardner, W. (1996). Who Is This “We”? Levels of collective identity and self representations. Journal of Personality and Social Psychology, 71, 83-93. doi: 10.1037/0022-3514.71.1.83 Carnaghi, A., & Yzerbyt, V.Y. (2007). Subtyping and social consensus: The role of the audience in the maintenance of stereotypic beliefs. European Journal of Social Psychology, 37, 902-922. doi: 10.1002/ejsp.402 Chafel, J., & Neitzel, C. (2005). Young children’s ideas about the nature, causes, justification, and alleviation of poverty. Early Childhood Research Quarterly, 20, 433-450. doi:10.1016/j. ecresq.2005.10.004 Chafel, J. (1997). Societal images of poverty: child and adult beliefs. Youth & Society, 28, 432-463. doi: 10.1177/0044118X97028004003 De la Corte, L. (1998). Compromiso y ciencia social: el ejemplo de Ignacio Martín-Baró (Doctoral thesis). Madrid: Universidad Autónoma de Madrid. Retrieved from: http://www.uca.edu.sv/filosofia/admin/ files/1203356605.pdf Del Río, M.F. (2008). Esencialismo y categorías sociales: ¿Tienen los niños una teoría sobre la pobreza? (Doctoral thesis). Santiago de Chile, Chile: Pontificia Universidad Católica de Chile. Del Río, M.F., & Strasser, K. (2007). ¿Tienen los niños una teoría esencialista acerca de la pobreza? PSYKHE, 16, 139-149. doi: 10.4067/S0718-22282007000200012 Diesendruck, G., & HaLevi, H. (2006). The role of language, appearance, and culture in children’s social category-based induction. Child Development, 77, 539-553. doi: 10.1111/j.1467-8624.2006.00889.x Estrada, C., Oyarzún, M., & Yzerbyt, V. (2007). Teorías implícitas y esencialismo psicológico: herramientas conceptuales para el estudio de las relaciones entre y dentro de los grupos. PSYKHE, 16, 111-12. doi: 10.4067/S0718-22282007000100009 Erdley, C.A., & Dweck, C.S. (1993). Children’s implicit personality theories as predictors of their social judgments. Child Development, 64, 863–878. Retrieved from: http://www.jstor.org/ stable/1131223 Gelman, S.A (2004). Psychological essentialism in children. Trends in Cognitive Sciences, 8, 404-409. doi:10.1016/j.tics.2004.07.001 Greenwald, A.G., & Banaji, M.R. (1995). Implicit social cognition: Attitudes, self-esteem, and stereotypes. Psychological Review, 102, 4-27. doi: 10.1037/0033-295X.102.1.4 Hirschfeld, L.A. (1995). Do children have a theory of race? Cognition, 54, 209-252. Keil, F. (1996). Concepts, kinds, and cognitive development. Cambridge, MA: Bradford BooK/MIT Press. Leahy, R. (1981). The development of the conception of economic inequality: I. Descriptions and comparisons of rich and poor people. Child Development, 52, 523–532. Retrieved from: http:// www.jstor.org/stable/1129170 Medin, D.L. (2005). Concepts and conceptual structure. Reading 7. In: Hamilton, D. (Ed.), Social Cognition: Key Readings in Social Psychology. Ney York, NY: Psychology Press. Medin, D.L. (1989). Concepts and conceptual structure. American Psychologist, 44, 1469-1481. doi: 10.1037/0003-066X.44.12.1469 Piaget, J., & Inhelder, B. (1975). Génesis de las estructuras lógicas elementales. New York, NY: Norton. Pitner, R., & Astor, R. (2008). Children’s reasoning about poverty, physical deterioration, danger, and retribution in neighborhood contexts. Journal of Environmental Psychology, 28, 327-338. doi: 10.1016/j.jenvp.2008.03.002 Philip, C., Mahalingam, R., & Sellers, R. (2010). Understanding East Indians’ attitudes toward African Americans: Do mainstream prejudicial attitudes transfer to immigrants? Journal of Ethnic and Migration Studies, 36, 651-671. doi: 10.1080/13691830903525399 Prentice, D.A., & Miller, D.T. (2007). Psychological essentialism of human categories. Current Directions in Psychological Science, 16, 202-206. doi: 10.1111/j.1467-8721.2007.00504 Rholes, W.S., & Ruble, D.N. (1984). Children’s understanding of dispositional characteristics of others. Child Development, 55, 550- 560. Retrieved from: http://www.jstor.org/stable/1129966 Taylor, M., Rhodes, M., & Gelman, S. (2009). Boys will be boys; cows will be cows: Children’s essentialist reasoning about gender categories and animal species. Child Development, 80, 461-481. doi: 10.1111/j.1467-8624.2009.01272.x Turner, J.C. (1982). The cognitive constructions of grups. In: Tajfel, H. (Ed.), Social identity and intergroup relations. Oxford: Cambridge University Press. Turner, J. (1977). Estereotipos sexuales: una comparación de los estudiantes colombianos y canadienses. Revista Latinoamericana de Psicología, 9, 57-74. Woolfolk, A. (2006). Psicología educativa. 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