Children and Social Exclusion

Melanie Killen is Professor of Human Development, Professor of Psychology (Affiliate), and Associate Director for the Center for Children, Relationships, and Culture at the University of Maryland. She is a Fellow of both the American Psychological Association and the Association for Psychological Science. She is also a recipient of the Distinguished Scholar-Teacher Award by the Provost from the University of Maryland. Her book with Dan Hart, Morality in Everyday Life: Developmental Perspectives (1995), received the outstanding book award from AERA, and her book with Sheri Levy, Intergroup Attitudes and Relations from Childhood to Adulthood, received an Honorable Mention for the Otto Klineberg Memorial Prize from SPSSI. Her research examines the development of morality, intergroup attitudes, exclusion and inclusion, peer relationships, prejudice, culture, and how social experience is related to social-cognitive development. Adam Rutland is Professor of Developmental Psychology at the Child Development Unit and Centre for the Study of Group Processes in the School of Psychology at the University of Kent. Previously he has been a British Academy Post-doctoral Fellow at the University of Surrey and been a member of Faculty at the University of Aberdeen. His research examines the development of children's prejudice and social identities. He has conducted recent research into when and how children learn to self-present their explicit attitudes; how intergroup contact can reduce children's prejudice; children's exclusion of peers within groups and acculturation amongst ethnic minority children.

• Series Editor’s Preface xi Preface xiiiChapter 1 Introduction: Exclusion and Inclusion in Children’s Lives 1Theories of Social Cognition, Social Relationships, and Exclusion 3Types of Exclusion 6Goals of the Book 7Summary 7Chapter 2 The Emergence of Morality in Childhood 9Morality in Childhood 10What Morality is Not 10Criteria, Definitions, and Measurements of Morality 11Morality Encompasses Judgment, Emotions, Individuals, and Groups 12Social Precursors of Moral Judgment 13Moral Judgment and Interaction in Childhood 19Morality as Justice 23Social Domain Model of Social and Moral Judgment 25Moral Generalizability 30Morality in the Context of Other Social Concepts: Multifaceted Events 32Morality and Theory of Mind 34Morality and Social-Cognitive Development 35Summary 35Chapter 3 Emergence of Social Categorization and Prejudice 37Social Categorization as a Precursor of Prejudice 38Explicit Biases in Young Children 44Cognitive Developmental Approach to Prejudice Development 47Development of Implicit Biases 50Relation of Implicit Bias to Judgment and Behavior: Is it Prejudice? 53Summary 57Chapter 4 Group Identity and Prejudice 59Is Group Identity Good or Bad? 60Social Identity Theory 62Social Identity Development Theory 64Theory of Social Mind and the Control of Prejudice 68Moral or Group Norms and the Control of Prejudice 70Processes Underlying the Control of Prejudice 73Developmental Subjective Group Dynamics 77Morality and Group Identity 81Summary 84Chapter 5 What We Know about Peer Relations and Exclusion 86Intrapersonal and Interpersonal Exclusion: Social Traits and Individual Differences 87Intragroup and Intergroup Exclusion: Ingroup/Outgroup Identity 90Social Reasoning and Exclusion 92Gender Exclusion in Early Childhood: Okay or Unfair? 94Comparing Gender and Racial Exclusion: Group Goals and Qualifications 97Interviewing Ethnic Minority and Majority Children and Adolescents about Exclusion 100Social Reasoning about Exclusion in Adolescence: Crowds, Cliques, and Networks 108Social Reasoning about Sexual Prejudice 108Exclusion in Interracial Encounters: Lunch Table, Birthday Parties, and Dating 109Gender Exclusion in the Family Context: Children’s Views about Parental Expectations 113Summary 116Chapter 6 Intragroup and Intergroup Exclusion: An In-depth Study 118Group Dynamics: Conceptions of Groups in the Context of Exclusion 118Group Dynamics: Group Identity, Group-Specific Norms, Domain-Specific Norms 119Group-Specific Norms 123Deviance in Social Groups 123Group Identity 124Implications for Group Identity in Childhood 132Summary 132Chapter 7 Peer Exclusion and Group Identity Around the World: The Role of Culture 134Cultural Context of Exclusion 136Long-Standing Intergroup Cultural Conflicts 137Cultures with Intractable and Violent Conflict 138Recently Immigrated Groups 143Intergroup Exclusion Based on Indigenous Groups 151Summary 152Chapter 8 Increasing Inclusion, Reducing Prejudice, and Promoting Morality 154Intergroup Contact and Reducing Prejudice 156Intergroup Contact and Children 157Cross-group Friendships and Prejudice 158Intergroup Contact and Minority Status Children 163Reducing Implicit Biases through Intergroup Contact 165Reducing Prejudice through Extended Intergroup Contact 166Promoting Inclusion through the Mass Media 171Intergroup Contact and Promoting Moral Reasoning in Children 174Multicultural Education and Social Exclusion 176Factors that Reduce Childhood Bias 178Summary 180Chapter 9 Integration of Morality, Prejudice, and Group Identity: A New Perspective on Social Exclusion 181Theories about Peer Relationships 181Theories about Social Exclusion 183Children as Active Participants 185Judgments, Beliefs, Attitudes, Attributions of Emotions, and Behavior 187Implicit and Indirect Measures of Prejudice and Exclusion 190An Integrative Social-Cognitive Developmental Perspective on Social Exclusion 191Social Experience Factors that Promote Inclusion 192Exclusion and Prejudice 193Summary 193References 197Index 223

“Killen and Rutland provide expert broad-ranging reviews of relevant theories, research, and interventions and conclude with an integrative framework for understanding and addressing peer exclusion."  (Journal of Applied Developmental Psychology, 2012)"Highly recommended. Upper-division undergraduates through faculty and professionals." (Choice, 1 November 2011) "In sum, as we continue to understand and decipher the development of exclusion and inclusion in children, the framework provided by Killen and Rutland will be an unequivocal guide and impetus for a myriad of empirical studies in the human development field. After reading this impressive book, I believe the future of scholarship in this area (and our collective future) is bright and exciting!" (Human Development Journal, 2013)