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Cited by 31Social and Intergroup PsychologyChild and Animal Learning DevelopmentRacial and Ethnic Identity Research

Commentary on economic inequality: “what” and “who” constitutes research on social inequality in developmental science?

Rogers, Leoandra Onnie·2019·Developmental Psychology
DOI 10.1037/dev0000640
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Abstract

A focal goal of development science in recent years has been to document and understand the psychological processes that underlie inequality toward the goal of promoting equity and justice (e.g., Killen, Rutland, & Yip, 2016). This timely special section on economic inequality broadens the empirical conversation, which has centered mostly on race and gender, to include how children and adolescents perceive, experience, and reason about economic inequality in their social worlds. From the perspective of the broader literature on children's developing understanding of social identities and inequalities, I reflect on 3 observations raised collectively in these special section articles: (a) how economic inequality is defined and for whom; (b) the role of intersectionality; and (c) the dearth of longitudinal data. I suggest that developmental scholarship on inequality has focused on particular aspects of inequality (poverty and oppression) for particular demographic groups (ethnic-racial minority populations) and relied on cross-sectional (rather than longitudinal) data to draw conclusions about development. These observations are not necessarily unique to the articles in this special section but warrant consideration across the scholarship on inequality in developmental science. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

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  • Developmental research on power and privilege in child and adolescent development, particularly in relation to white youth, remains limited.

    “While there have been multiple calls for more thorough investigations of power and privilege in child and adolescent development (Kornbluh et al., 2021), particularly in relation to white youth (Hazelbaker et al., 2022; Rogers, 2019; Seaton et al., 2018; Spencer, 2017), developmental research in this area remains limited.”

    From Studying Ethnic-Racial Identity among White Youth: White Supremacy as a Developmental Context (2022) · cites this paper as Rogers, 2019

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Authors
Rogers, L. O.
Affiliations
Northwestern University (US)
Corresponding author
Rogers, Leoandra Onnie
ORCID
Rogers, Leoandra Onnie
Venue
Developmental Psychology
Publisher
American Psychological Association (APA)
Published
2019-03
Volume
55
Issue
3
Pages
586-591
ISSN
  • 0012-1649 (ISSN-L)
  • 1939-0599
DOI
10.1037/dev0000640
OpenAlex
W2917872120
Cited by
31
References
45
Citations by year
2026: 1 · 2025: 5 · 2024: 3 · 2023: 1 · 2022: 4 · 2021: 12 · 2020: 3 · 2019: 2
Type
journal article
Language
en
Open access
closed
Locations
  • Developmental Psychology (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
economic inequality, social inequality, intersectionality, poverty, oppression, adolescents, social identity development, equity and justice, longitudinal data
MeSH terms
Adolescent, Child, Humans, Research Design, Social Justice, Socioeconomic Factors, Psychology, Developmental

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