A5005929232- Racial and Ethnic Identity Research
- Children's Rights and Participation
- Early Childhood Education and Development
- Child and Animal Learning Development
- Indigenous and Place-Based Education
- Reproductive Health and Technologies
- Cognitive and developmental aspects of mathematical skills
- Adult and Continuing Education Topics
- Migration, Refugees, and Integration
- Service-Learning and Community Engagement
- Education and Critical Thinking Development
- Teacher Education and Leadership Studies
- Educational Environments and Student Outcomes
- Names, Identity, and Discrimination Research
Stanford University
2021-2023
Significance In the United States, Black households and White have very different conversations about race. After death of George Floyd, parents were even more likely to such with their children prepare experience racial bias than they before Floyd’s death. less talk being socialize toward colorblindness. addition, remained relatively unconcerned that may or perpetrate bias.
Abstract The ability to consider multiple possibilities forms the basis for a wide variety of human‐unique cognitive capacities. When does this skill develop? Previous studies have narrowly focused on children's prepare incompatible future outcomes. Here, we investigate capacity in causal learning context. Adults ( N = 109) and 18‐ 30‐month olds 104) observed evidence that was consistent with two hypotheses, each occupying different level abstraction (individual vs. relational causation)....
This article describes a Cooperative Inquiry (CI) undertaken by seven transformative educators who set out to explore how they could better walk with the authority inherent in their professional roles so as avoid unconsciously replicating unhealthy power dynamics. Their process revealed insidious and cyclical nature of hegemony, enabling co-inquirers uncover deeply ingrained patterns vis-a-vis power. Action/reflection cycles highlighted role self-policing, vulnerability, hegemonic traps,...
Research has shown that Black parents are more likely than White to have conversations about race with their children, but few studies directly compared the frequency and content of these how they change in response national events. Here we examine such United States before after killing George Floyd. had often parents, frequent post-Floyd. remained mostly unchanged and, if anything, were less talk being send colorblind messages. also worried parents-both children would experience racial...
Abstract Across development, young children reason about why social inequities exist. However, when left to their own devices, might engage in internal thinking , reasoning that the inequity is simply a justified disparity explained by features groups (e.g., genetics, intellect, abilities, values). Internal could lead them support and reinforce blaming disadvantaged). In contrast, structural which appeals relatively stable external environments, policies, economic systems), more prosocial...