Social identity and the development of children's group attitudes

This study assessed predictions drawn from social identity theory (SIT; Taj fel & Turner) concerning the acquisition of young children's intra- and int ergroup attitudes and cognitions. In a minimal group study, 5- and 8-year-o ld children (N = 258) were arbitrarily assigned to teams that varied in the ir drawing ability (social status). In addition, the study varied the exten t to which the children believed they could change teams (social mobility) and whether the team had additional positive qualities beyond their drawing skill (social change). The children subsequently rated their liking for, a nd similarity to, the ingroup and the outgroup and the extent to which they wished to change groups. Consistent with SIT and research with adults, the results indicated that children as young as 5 years of age were sensitive to the status of their social group, and that ingroup status has important implications for both their desire to remain group members as well as their perceived similarity to other group members. The extent to which the findi ngs provide support for SIT and the intergroup similarities between adults and children are discussed.