Ethnicity and Gender in Late Childhood and Adolescense Essay

Abstract This paper localisees on an study that was conducted to examine the aware(predicate)ness of sexual practice and ethinic deflect along with sexuality and heathenishal soulfulnessism in late childhood and early adolescence. information was collected on children in 4th, 6th, and 8th grades from various elementary and meat give instructions. The ethnic chemical convocations that were represented were White/European Ameri arse, African American, an Latino. Daily diaries and virtuallyone interviews displayed that ethnic, sex activity, and grade level differences affected the awareness of separatrix ( Developmental Psychology, 2011).It was advance proven that children in this age range were more aware of grammatical grammatical sex bias than ethinic bias. Keywords sex identity, ethnic identity, bias During adolescent development a childs need to be identified base ethnicity and/or gender becomes more prevalent and is further influenced by their peers. In addi tion, during this academic degree of development, social identity can have a deeper impact on intergroup attitudes. In the text, chapter 3 discusses gender schemas and how they evolve from being in ductile to flexible though the development of a human being (Wade &type A Tavris, 2011).In the Development Psychology article, Ethnicity and Gender in juvenile Childhood and archaeozoic Adolescence Group Identity and Awareness of Bias, 2011, psychologists, Alabi, Brown, Huynh, and Masten examined the awareness of gender an identity bias and its impact on the individuals/groups. The hypothesis is the possibility that children can be aware of one type of bias and oblivious to the another base on their group identity. The study was conducted with 350 students from leash participating elementary schools and three middle schools in Southern California.The schools represented various ethnic/racial make-ups and socioeconomic statuses that included 67 African American, 120 White, and 167 Lat ino students. cardinal methodologies were used during this study, case study and naturalistic observation. The case study methodological analysis as described by the text is the description of an individual establish on their observation of behavior during a specified period (Wade & international ampere Tavris, 2011, p. 18). During the first week the case study was conducted by each musician receiving a diary to document their assessment of what identity was most Copernican to them.The approach was referred to as identity centrality and the children received an ethnicity and gender score based on the results. The second portion of this test, identified as the identity boldness approach involved students documenting whether or not they thought about gender, ethnic, or no identity at all during each period of the school day. The results of this test revealed that 51% of the children mentioned ethnicity and 63% mentioned gender.Following this portion of the study, the students were assessed through individual interviews with the same ethnicity, same gender experimenter. To assess ethnic identity, the students were presented five items with argue questions, in which they had to choose the statement that they most identified with. A kindred assessment was conducted to determine the degree of their gender identity. The final results of these assessments revealed that 51% of the students were aware of ethnic bias associated with ethnic identity while 49% were unaware.The kin between bias and group identity was determined by octad ethnic and gender identity measures to include gender and ethinic identity, salience, centrality, positivity/ immenseness of ethnicity, marrowedness with gender, felt gender typicality, and felt pressure to conform to gender norms. Over 38% of the students felt controlling about their ethnicity and felt content/typical with their gender. 26% percent felt that their ethnicity was not important and felt no pressure to conform to gen der norms. 20% of the students felt that their ethnicity was not important but was discontent with the gender norms.Finally, 9% felt that their ethnicity was positive and important and were content with gender norms. In this study the awareness of gender and ethnic bias varied by age group. It comes as no surprise that children become more aware of gender bias than ethnic bias at a young age. As the text mentions, gender identity is discovered at preschool age in which the process of gender typing begins. This is where boys and girls begin to get in touch with their masculine and womanish characteristics (Wade & Tavris, 2011, pg. 107).Ethinic identity creates a sense of emotional attachment to the group and the individual feels the need to conform to the values set forth (Wade & Tavris, 2011, pg. 350). This study further showed that European American students were more aware of gender bias than ethnic bias. In middle school all students were evenly aware of both biases but A frican american and Latinos were likely to be aware of ethnic bias in elementary school. The potential empathise of this stemmed from belonging to a negatively stereotyped group which raised the earlier awareness.This showed that European American students were less likely to be targeted for ethnic bias ( Developmental Psychology, 2011). In early adolescence girls were more aware of gender bias than boys and could attest to being targets of discrimation. Conclusion The conduction of this study prove that children in late childhood and adolescence were more aware of gender bias than ethnic bias. In addition the results showed that children who were non European-American experienced and identified with ethnic bias at an earlier age. The limitations to this study was the demographics.This study was conducted in Los Angeles which has a actually unique demographic because it is essentially a melting pot of ethnicities. The distinguishable socioeconomical factors and educational ine qualities impacted the outcome of the results. Children in the poorest schools had more challenges to encounter in school than their peers in this study. These experiences molded their ethnic identities and the biases associated with it. During late childhood an adolescence development, group identity and intergroup relations became important factors.It is expected that this age group no matter the gender/ethnicity leave alone witness or be a target of discrimination. Although legal segregation is a thing of the past, gender and ethnic bias can greatly impact society but the attitudes and beliefs of individuals can be contained through intervention. With intervention at the earlier stages of development, children can amply witness equality. Future seek methods inspired by this article should focus on the data collected from various locations throughout the country. Keeping this research generalized to one location compromises the true validity of the study.New research methods w ill determine how different ethnicities identify with gender and ethnic bias. opposite areas of concentration that should be included in this study are the workforce, discriminatory system and media/television. Successful results of these research methods can pave the way for some individuals to change their ideologies. These studies can impact the lives of everyday people and potentially issue solutions to discrimination. As we become a more multicultural country, we must realize the importance of cultural awareness so that we can better act with different ethnicities/genders.Parents should encourage their to children to foster positive relationships with their peers despite cultural difference. These solutions will alleviate the stereotypes associated with gender and ethnic identity. References Brown, C. , Alabi, B. , Huynh, V. , & Masten, C.. (2011). Ethnicity and Gender in Late Childhood and Early Adolescence Group Identity and Awareness of Bias. Developmental Psychology, 47(2), 463. Retrieved may 21, 2011, from Research Library. (Document ID 2321539051) Wade, C. , & Tavris, C. (2011). Invitation to Psychology, fifth Edition. Upper Saddle River, NJ prentice Hall.