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What works to address prejudice? Look to developmental science research for the answer

Published online by Cambridge University Press:  20 November 2012

Melanie Killen ,
Kelly Lynn Mulvey ,
Aline Hitti  and
Adam Rutland
Melanie Killen
Affiliation:
Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD 20742. MKillen@umd.eduKlmulvey@umd.eduAHitti@umd.edu
Kelly Lynn Mulvey
Affiliation:
Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD 20742. MKillen@umd.eduKlmulvey@umd.eduAHitti@umd.edu
Aline Hitti
Affiliation:
Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD 20742. MKillen@umd.eduKlmulvey@umd.eduAHitti@umd.edu
Adam Rutland
Affiliation:
Department of Psychology, Goldsmiths, University of London, New Cross, London SE14 6NW, United Kingdom. a.rutland@gold.ac.uk
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Abstract

Developmental perspectives on prejudice provide a fundamental and important key to the puzzle for determining how to address prejudice. Research with historically disadvantaged and advantaged groups in childhood and adolescence reveals the complexity of social cognitive and moral judgments about prejudice, discrimination, bias, and exclusion. Children are aware of status and hierarchies, and often reject the status quo. Intervention, to be effective, must happen early in development, before prejudice and stereotypes are deeply entrenched.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 35 , Issue 6 , December 2012 , pp. 439
Copyright
Copyright © Cambridge University Press 2012 

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