Testing the effectiveness of the Developing Inclusive Youth program: A multisite randomized control trial.

The Developing Inclusive Youth program is a classroom-based, individually administered video tool that depicts peer-based social and racial exclusion, combined with teacher-led discussions. A multisite randomized control trial was implemented with 983 participants (502 females; 58.5% White, 41.5% Ethnic/racial minority; Mage  = 9.64 years) in 48 third-, fourth-, and fifth-grade classrooms across six schools. Children in the program were more likely to view interracial and same-race peer exclusion as wrong, associate positive traits with peers of different racial, ethnic, and gender backgrounds, and report play with peers from diverse backgrounds than were children in the control group. Many approaches are necessary to achieve antiracism in schools. This intervention is one component of this goal for developmental science.

Science resource inequalities viewed as less wrong when girls are disadvantaged.

In response to some resource inequalities, children give priority to moral concerns. Yet, in others, children show ingroup preferences in their evaluations and resource allocations. The present study built upon this knowledge by investigating children's and young adults' (N = 144; 5-6-year-olds, M age = 5.83, SD age = .97; 9-11-year-olds, M age = 10.74, SD age = .68; and young adults, M age = 19.92, SD age = 1.10) evaluations and allocation decisions in a science inequality context. Participants viewed vignettes in which male and female groups received unequal amounts of science supplies, then evaluated the acceptability of the resource inequalities, allocated new boxes of science supplies between the groups, and provided justifications for their choices. Results revealed both children and young adults evaluated inequalities of science resources less negatively when girls were disadvantaged than when boys were disadvantaged. Further, 5- to 6-year-old participants and male participants rectified science resource inequalities to a greater extent when the inequality disadvantaged boys compared to when it disadvantaged girls. Generally, participants who used moral reasoning to justify their responses negatively evaluated and rectified the resource inequalities, whereas participants who used group-focused reasoning positively evaluated and perpetuated the inequalities, though some age and participant gender findings emerged. Together, these findings reveal subtle gender biases that may contribute to perpetuating gender-based science inequalities both in childhood and adulthood.

Desire to play with counterstereotypical peers is related to gender stereotypes and playmate experiences.

This study investigated the role of children's gender stereotypes and peer playmate experiences in shaping their desire to play with peers who hold counterstereotypical preferences (e.g., a boy who likes dolls or a girl who likes trucks). Children (N = 95; 46 girls, 49 boys; 67% White, 18% Black, 8% Latinx, 4% Asian, 3% other; median household income = $US97,810) who were 4 to 8 years old (M = 6.11 years old, SD = 1.34) were interviewed about their gender stereotypes about toy preferences, how often they engage in counterstereotypical playmate experiences, and their desire to play with peers who hold counterstereotypical toy preferences. Children with less gender stereotype-consistent expectations reported more playmate experiences with children who played with toys that were gender counterstereotypical compared to children with more gender stereotype-consistent expectations. Additionally, children with less gender stereotype-consistent expectations reported a greater desire to play with peers who held counterstereotypical toy preferences compared to children with more gender stereotype-consistent expectations. Younger children's reported playmate experiences with peers who liked toys that were gender counterstereotypical and their desire to play with these peers were strongly related to their gender stereotypical expectations (and more so than for older children). Together, these findings indicate that children's gender stereotypes and peer playmate experiences are related to their desire to play with peers who hold counterstereotypical toy preferences, highlighting the importance of facilitating diverse friendships for promoting inclusive orientations in childhood. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Children With Fragile X Syndrome Display Threat-Specific Biases Toward Emotion.

BACKGROUND: Fragile X syndrome (FXS) is the most common form of inherited intellectual disability. FXS is caused by a silencing of the FMR1 gene that results in a loss or absence of the gene's protein product, fragile X mental retardation protein. The phenotype of FXS is consistently associated with heightened anxiety, although no previous study has investigated attentional bias toward threat, a hallmark of anxiety disorders, in individuals with FXS. METHODS: The current study employed a passive-viewing eye-tracking version of the dot probe task to investigate attentional biases toward emotional faces in young children with FXS (n = 47) and without FXS (n = 94). RESULTS: We found that the FXS group showed a significantly greater bias toward threatening emotions than toward positive emotions. This threat specificity was not seen in either a mental age-matched group or a chronological age-matched group of typically developing children. Unlike the typically developing groups, the FXS group showed no bias toward positive emotion. CONCLUSIONS: The current study shows that children with FXS have a significant bias toward threatening information, an attentional profile that has been linked with anxiety. It also supports the use of eye-tracking methodology to index neural and attentional responses in young children with FXS.