US and Chinese preschoolers normalize household labor inequality.

Across many cultural contexts, the majority of women conduct the majority of their household labor. This gendered distribution of labor is often unequal, and thus represents one of the most frequently experienced forms of daily inequality because it occurs within one's own home. Young children are often passive observers of their family's distribution of labor, and yet little is known about the developmental onset of their perceptions of it. By the preschool age, children also show strong normative feelings about both equal resource distribution and gender stereotypes. To investigate the developmental onset of children's recognition of the (in)equality of household labor, we interviewed 3 to 10-y-old children in two distinct cultural contexts (US and China) and surveyed their caregivers about who does more household labor across a variety of tasks. Even at the youngest ages and in both cultural contexts, children's reports largely matched their parents', with both populations reporting that mothers do the majority of household labor. Both children and parents judged this to be generally fair, suggesting that children are observant of the gendered distribution of labor within their households, and show normalization of inequality from a young age. Our results point to preschool age as a critical developmental time period during which it is important to have parent-child discussions about structural constraints surrounding gender norms and household labor.

Children Consider Procedures, Outcomes, and Emotions When Judging the Fairness of Inequality.

Children tend to view equal resource distributions as more fair than unequal ones, but will sometimes view even unequal distributions as fair. However, less is known about how children form judgments about inequality when different procedures are used. In the present study, we investigated children's consideration of procedures (i.e., resource-distributing processes), outcomes (i.e., the distributions themselves), and emotions (i.e., the emotional reactions of those receiving the resources) when judging the fairness of unequal resource distributions. Participants (N = 130, 3- to 8-year-olds) were introduced to a Fair Coin (different color on each side) and an Unfair Coin (same color on both sides). In two between-subjects conditions, they watched a researcher flip either the Fair or Unfair Coin in order to distribute resources unequally between two child recipients. Participants then rated the fairness of this event, provided verbal justifications for their ratings (coded for references to procedures and/or outcomes), and rated the emotional state of each recipient (from which an Emotion Difference Score was computed). Results revealed that participants rated the event as more fair in the Fair Coin than the Unfair Coin condition. References to the outcome in children's justifications predicted lower fairness ratings, while references to the procedure only predicted lower ratings in the Unfair Coin condition. Greater Emotion Difference Scores predicted lower fairness ratings, and this effect increased with age. Together, these results show that children consider procedures, outcomes, and emotions when judging the fairness of inequality. Moreover, results suggest age-related increases in consideration of recipients' emotions makes inequality seem less fair, even when fair procedures are used. Implications for the development of fairness are discussed.