How Young Children Evaluate People With and Without Disabilities

Journal of Social Issues

Volumn 70, Issue 1, 2014, Pages 99-114

  Huckstadt, Lauren K ^a   Shutts, Kristin ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CHILD; DISABILITY; PREFERENCE BEHAVIOR; PSYCHOLOGY; SOCIAL INCLUSION;

EID: 84896793618     PISSN: 00224537     EISSN: 15404560     Source Type: Journal    
DOI: 10.1111/josi.12049     Document Type: Article

References (48)

1. Aboud, F. (1988). Children and prejudice. Cambridge, MA: Basil Blackwell.
2. Abrams, D., Rutland, A., Ferrell, J. M., & Pelletier, J. (2008). Children's judgments of disloyal and immoral peer behavior: Subjective group dynamics in minimal intergroup contexts. Child Development, 79, 444-461.
3. Allport, G. W. (1954). The nature of prejudice. Reading, MA: Addison-Wesley.
4. Boyle, C. A., Boulet, S., Schieve, L. A., Cohen, R. A., Blumberg, S. J., Yeargin-Allsopp, M., Visser, S., & Kogan, M. D. (2011). Trends in the prevalence of developmental disabilities in US children, 1997-2008. Pediatrics, 127, 1034-1042.
5. Bigler, R., & Liben, L. (2007). Developmental intergroup theory: Explaining and reducing children's social stereotyping and prejudice. Current Directions in Psychological Science, 16, 162-166.
6. Brosseau-Liard, P. E., & Birch, S. A. J. (2010). "I bet you know more and are nicer too!": What children infer from others' accuracy. Developmental Science, 13, 772-778.
7. Cameron, J. A., Alvarez, J. M., Ruble, D. N., & Fuligni, A. J. (2001). Children's lay theories about ingroups and outgroups: Reconceptualizing research on prejudice. Personality and Social Psychology Review, 5, 118-128.
8. Cameron, L., & Rutland, A. (2006). Extending contact through story reading in school: Reducing children's prejudice toward the disabled. Journal of Social Issues, 62, 469-488. doi:10.1111/j.1540-4560.2006.00469.x
9. Castelli, L., De Dea, C., & Nesdale, D. (2008). Learning social attitudes: Children's sensitivity to the nonverbal behaviors of adult models during interracial interactions. Personality and Social Psychology Bulletin, 34, 1504-1513.
10. Cohen, R., Nabors, L. A., & Pierce, K. A. (1994). Preschoolers' evaluations of physical disabilities: A consideration of attitudes and behaviors. Journal of Pediatric Psychology, 19, 103-111.
11. Diamond, K. E., & Carpenter, C. (2000). The influence of inclusive preschool programs on children's sensitivity to the needs of others. Journal of Early Intervention, 23, 81-91.
12. Diamond, K. E., & Hestenes L. L. (1996). Preschool children's conceptions of disabilities: The salience of disability in children's ideas about others. Topics in Early Childhood Special Education, 16, 458-475.
13. Diamond, K. E., Hestenes, L. L., Carpenter, E. S., & Innes, F. K. (1997). Relationships between enrollment in an inclusive class and preschool children's ideas about people with disabilities. Topics in Early Childhood Special Education, 17, 520-536.
14. Diamond, K., Le Furgy, W., & Blass, S. (1993). Attitudes of preschool children toward their peers with disabilities: A year-long investigation in integrated classrooms. The Journal of Genetic Psychology, 154, 215-221.
15. Diesendruck, G., & haLevi, H. (2006). The role of language, appearance, and culture in children's social category-based induction. Child Development, 77, 539-553.
16. Dunham, Y. D., & Emory, J. (2014). Of affect and ambiguity: The emergence of preference for arbitrary ingroups. Journal of Social Issues, 70(1), 81-98
17. Esposito, B. G., & Reed, T. M. (1986). The effect of contact with handicapped persons on young children's attitudes. Exceptional Children, 53, 224-229.
18. Favazza, P. C., & Odom, S. L. (1996). Use of the acceptance scale to measure attitudes of kindergarten-age children. Journal of Early Intervention, 20, 232-249.
19. Gerber, P. J. (1977). Awareness of handicapping conditions and sociometric status in an integrated pre-school setting. Mental Retardation, 15, 24-25.
20. Goodman, H., Gottlieb, J., & Harrison, R. H. (1972). Social acceptance of EMRs integrated into nongraded elementary school. American Journal of Mental Deficiency, 76, 412-417.
21. Guralnick, M. J., & Groom, J. M. (1987). The peer relations of mildly delayed and nonhandicapped preschool children in mainstreamed playgroups. Child Development, 58, 1556-1572.
22. Guralnick, M. J., Connor, R. T., Hammond, M., Gottman, J. M., & Kinnish, K. (1996). The peer relations of preschool children with communication disorders. Child Development, 67, 471-489.
23. Hanline, M. F. (1993). Inclusion of preschoolers with profound disabilities: An analysis of children's interactions. Journal of the Association for Persons with Severe Handicaps, 18, 28-35.
24. Lam, V., Guerrero, S., Damree, N., & Enesco, I. (2011). Young children's racial awareness and affect and their perceptions about mothers' racial affect in a multiracial context. British Journal of Developmental Psychology, 29, 842-864.
25. Maras, P., & Brown, R. (2000). Effects of different forms of school contact on children's attitudes toward disabled and non-disabled peers. British Journal of Educational Psychology, 70, 337-351.
26. Nabors, L. (1996). Are preschool children with special needs being accepted by their typically developing peers in inclusive child care programs? Physical & Occupational Therapy in Pediatrics, 16, 55-71.
27. Nabors, L. (1997). Playmate preferences of children who are typically developing for their classmates with special needs. Mental Retardation, 35, 107-113.
28. Nabors, L., & Keyes, L. (1995). Preschoolers' reasons for accepting peers with and without disabilities. Journal of Developmental and Physical Disabilities, 7, 335-355.
29. Nikolaraizi, M., Kumar, P., Favazza, P., Sideridis, G., Koulousiou, D., & Riall, A. (2005). A cross-cultural examination of typically developing children's attitudes toward individuals with special needs. International Journal of Disability, Development and Education, 52, 101-119.
30. Nosek, B. A., Smyth, F. L., Hansen, J. J., Devos, T., Lindner, N. M., Ranganath, K. A., Smith, C. T., Olson, K. R., Chugh, D., Greenwald, A. G., & Banaji, M. R. (2007). Pervasiveness and correlates of implicit attitudes and stereotypes. European Review of Social Psychology, 18, 36-88.
31. Nowicki, E. A., & Sandieson, R. (2002). A meta-analysis of school-age children's attitudes towards person with physical or intellectual disabilities. International Journal of Disability, Development, and Education, 49, 243-265.
32. Ochoa, S. H., & Olivarez, A. (1995). A meta-analysis of peer rating sociometric studies of pupils with learning disabilities. The Journal of Special Education, 29, 1-19.
33. Okagaki, L., Diamond, K. E., Kontos, S. J., & Hestenes, L. L. (1998). Correlates of young children's interactions with classmates with disabilities. Early Childhood Research Quarterly, 13, 67-86.
34. Pahlke, E., Bigler, R. S., Martin, C. L. (2014). Can fostering children's ability to challenge sexism improve critical analysis, internalization, and enactment of inclusive, egalitarian peer relationships? Journal of Social Issues, 70(1), 115-133.
35. Peck, C. A., Carlson, P., & Helmstetter, E. (1992). Parent and teacher perceptions of outcomes for nonhandicapped children enrolled in integrated early childhood programs: A statewide study. Journal of Early Intervention, 16, 53-63.
36. Pettigrew, T. F. (1998). Intergroup contact theory. Annual Review of Psychology, 49, 65-85.
37. Popp, R. A., Fu, V. R., & Warrell, S. E. (1981). Preschool children's recognition and acceptance of three physical disabilities. Child Study Journal, 11, 99-114.
38. Rakoczy, H., Warneken, F., & Tomasello, M. (2008). The sources of normativity: Young children's awareness of the normative structure of games. Developmental Psychology, 44, 875-881.
39. Rhodes, M., & Gelman, S. A. (2009). A developmental examination of the conceptual structure of animal, artifact, and human social categories across two cultural contexts. Cognitive Psychology, 59, 244-274.
40. Ruble, D. N., Martin, C. L., & Berenbaum, S. A. (2006). Gender development. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology (6th ed., Vol. 3, pp. 858-931). New York: Wiley.
41. Sandberg, L. D. (1982). Attitudes of handicapped elementary school students toward school-aged trainable mentally retarded students. Education and Training of the Mentally Retarded, 17, 30-34.
42. Scheepstra, A. J. M., Nakken, H., & Pijl, S. J. (1999). Contact with classmates: the social position of pupils with Down's syndrome in Dutch mainstream education. European Journal of Special Needs Education, 14, 212-220.
43. Shutts, K., Roben, C. K. P., & Spelke, E. S. (2013). Children's use of social categories in thinking about people and social relationships. Journal of Cognition and Development, 14, 35-62.
44. Sigelman, C. K., Miller, T. E., & Whitworth, L. A. (1986). The early development of stigmatizing reactions to physical differences. Journal of Applied Developmental Psychology, 7, 17-32.
45. Smetana, J. G. (1981). Preschool children's conceptions of moral and social rules. Child Development, 52, 1333-1336.
46. Smith, L. A., & Williams, J. M. (2004). Children's understanding of the causal origins of disability. Journal of Cognition and Development, 5, 383-397.
47. U. S. Department of Education, National Center for Education Statistics. (2012). Digest of Education Statistics, 2011.
48. Voeltz, L. M. (1980). Children's attitudes toward handicapped peers. American Journal of Mental Deficiency, 84, 455-464.