Children show evidence of stereotyping and prejudice on the basis of many social categories, including gender, race, age, and physical attractiveness (Aboud, 1988; Ruble & Martin, 1998). Categorization appears to play a central role in these processes. Individual humans are, however, members of an almost infinite number of potential categories. How do children determine which social categories as appropriate and useful for categorizing humans?
Determing factors that create stereotypes
 In a series of studies, we have used field experiments in which children are assigned to novel social groups to address questions concerning the emergence of intergroup bias. In these studies, elementary school-age children attending a summer school program are randomly assigned to novel (e.g., “red” and “blue” groups) in their classrooms. Various characteristics of the new groups (e.g., proportionate size, perceptual salience) and environmental conditions (e.g., segregation versus integration, association of high or low status characteristics with groups) are experimentally manipulated, to determine whether they play a causal role in the development of intergroup bias. Children then attend classes for six weeks and, during the final days of the program, children’s intergroup attitudes (i.e., trait evaluations, peer preferences, helping behavior, etc.) are assessed.
 One of our primary findings is that children tend to develop bias when authority figures label the groups (e.g. "Good morning, red and blue group!") and use them to organize daily activities (e.g. displaying photos of the children based on color group; see right).
Our research also indicates that many other factors influence the formation of social stereotyping and prejudice among children, including the perceptual salience, segregation, and minority status.
Ongoing research is examining whether preschool-age children are also influenced by environmental messages about social groups. The work is important because it suggests that children’s attention to social categories is governed by identifiable factors and, hence, the development of stereotyping and prejudice is likely to be forseeable. Thus far, it appears that preschool children are also affected by environmental factors such the labeling of novel groups.
Related Publications
Patterson, M. M. & Bigler, R. S. (2005). Effects of social categorization on preschool children’s
intergroup attitudes. Manuscript submitted for publication.
Brown, C. S., & Bigler, R. S. (2002). Effects of minority status in the classroom on children’s intergroup attitudes. Journal of Experimental Child Psychology, Vol 83(2), 77-110.
Bigler, R. S., Brown, C. S., & Markell, M. (2001). When groups are not created equal:
Effects of group status on the formation of intergroup attitudes in children. Child
Development, 72, 1151-1162.
Bigler, R. S., Jones, L. C., & Lobliner, D. B. (1997). Social categorization and the formation
of intergroup attitudes in children. Child Development, 68, 530-543.
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Examining other factors in stereotype development
 A new study looking at the causal link between gender constancy (the knowledge that one cannot change genders) and the endorsement of gender stereotypes has demonstrated that gender constancy, once thought to be a necessity for stereotype development (Kohlberg, 1966), does not affect gender stereotypical attitudes or behaviors. This finding suggests that preschool children can stereotype on a trait that might not be permanent, and supports the results of other studies that show that children form intergroup bias on novel, temporary groups.
Above, right: Preschool children, like this boy, often don't understand that gender is permanent. This doesn't stop them from forming stereotypes about gender.
Related Publication:
Arthur, A. E, Bigler, R. S., & Ruble, D. N. (2005). An experimental test of the effects of gender constancy on preschool children’s gender stereotyping. Manuscript submitted for publication.
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