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Cited by 482Social and Intergroup PsychologyChild and Animal Learning DevelopmentRacial and Ethnic Identity Research

A developmental intergroup theory of social stereotypes and prejudice

Bigler, Rebecca S., Liben, Lynn S.·2006·Advances in Child Development and Behavior
DOI 10.1016/s0065-2407(06)80004-2
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Abstract

Developmental intergroup theory specifies the mechanisms and rules that govern the processes by which children single out groups as targets of stereotyping and prejudice, and by which children learn and construct both the characteristics (i.e., stereotypes) and affective responses (i.e., prejudices) that are associated with these groups in their culture. Specifically, we argue that children have a drive to understand their world, and that this drive is manifested in their tendency to classify natural and non-natural stimuli into categories, and to search the environment for cues about which of the great number of potential bases for categorization are important. The first step in the process of stereotype and prejudice formation is, therefore, the establishment of the psychological salience of some particular set of dimensions. Four factors are hypothesized to affect the establishment of the psychological salience of person attributes: (1) perceptual discriminability of social groups, (2) proportional group size, (3) explicit labeling and use of social groups, and (4) implicit use of social groups. We argue that person characteristics that are perceptually discriminable are more likely than other characteristics to become the basis of stereotyping, but that perceptual discriminability alone is insufficient to trigger psychological salience. Thus, for example, young children's ability to detect race or gender does not mean that these distinctions will inevitably become the bas…

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  • Boys are more likely than girls to be interested in jobs stereotyped as masculine by their culture, such as jobs in STEM fields.

    “At the same time, boys are more likely than girls to be interested in jobs stereotyped as masculine by their culture, such as jobs in STEM fi elds (Bigler and Liben, 2006), and the girls who are interested in male-dominated career fi elds in early adolescence often move away from these preferences -and toward female-dominated career fi elds -by adulthood (Frome et al., 2006).”

    From Gender and Education (2015) · cites this paper as Bigler and Liben, 2006

  • The gender-blind approach comes out of intergroup theories that highlight the potentially derisive effects of highlighting gender as a social category.

    “This approach comes out of intergroup theories that highlight the potentially derisive effects of highlighting gender as a social category (e.g., Developmental Intergroup Theory; Bigler and Liben, 2006).”

    From Gender and Education (2015) · cites this paper as Bigler and Liben, 2006

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Authors
Bigler, R. S., & Liben, L. S.
Affiliations
  • The University of Texas at Austin (US)
  • Pennsylvania State University (US)
ORCID
Venue
Advances in Child Development and Behavior
Publisher
Elsevier
Published
2006
Volume
34
Pages
39-89
ISSN
0065-2407 (ISSN-L)
DOI
10.1016/s0065-2407(06)80004-2
OpenAlex
W1554618250
Cited by
481
References
196
Citations by year
2026: 25 · 2025: 31 · 2024: 23 · 2023: 24 · 2022: 44 · 2021: 45 · 2020: 43 · 2019: 22 · 2018: 32 · 2017: 37 · 2016: 27 · 2015: 24 · 2014: 23 · 2013: 18 · 2012: 11
FWCI
31.78
Type
book chapter
Language
en
Open access
closed
Locations
  • Advances in child development and behavior (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
  • Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
  • Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
Keywords
social stereotypes, prejudice formation, children, categorization, perceptual discriminability, group size, social labeling, segregation, essentialism, in-group favoritism, minority status, social cognition development
MeSH terms
Child, Child Development, Group Processes, Humans, Prejudice, Psychological Theory, Social Behavior, Social Perception, Stereotyping

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