Children perpetuate competence-based inequality when they help peers.

IF 3.6 1区 心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jellie Sierksma
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Abstract

Exchanges of help between children are common and often have positive consequences. But not all help is equally beneficial, for example because some help does not provide an opportunity to practice and develop skills. Here I examine whether young children might perpetuate competence-based inequality by providing incompetent peers with less opportunity to practice and improve their skills compared to competent peers. Study 1 (N = 253, 6-9 years) shows that young children understand not all help is equally beneficial: Children think that peers who receive empowerment (hints) vs. non-empowerment (correct answers) help can learn more. Study 2 (N = 80) and 3 (N = 41) then assessed children's (7-9 years) actual helping behavior in a lab-based experiment. Through a cover story, participants were introduced to two unknown, same-age children whom they later overheard were either good or not good at solving puzzles (Study 2) or math (Study 3). Subsequently, participants got to help both of them with a puzzle-quiz (Study 2) or a math-quiz (Study 3) by providing either empowerment or non-empowerment when they asked for help. Across both studies, children were more likely to provide empowerment help to competent peers, and non-empowerment help to incompetent peers. This work suggests that when young children perceive differences in competence (e.g., based on stereotypes), they contribute to maintaining the status quo by providing the most vulnerable students, that would profit the most from improving their skills, less opportunity to do so.

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当孩子们帮助同龄人时,他们会使基于能力的不平等现象长期存在。
儿童之间的帮助交流很常见,而且往往会产生积极的后果。但并非所有的帮助都是同样有益的,例如,因为有些帮助并不能提供练习和发展技能的机会。在这里,我研究了与有能力的同龄人相比,幼儿是否会为不称职的同龄人提供更少的练习和提高技能的机会,从而使基于能力的不平等现象长期存在。研究1(N = 253,6-9岁)表明,幼儿明白并非所有的帮助都是同样有益的:儿童认为接受授权(暗示)和非授权(正确答案)帮助的同龄人可以学到更多。研究2(N = 80)和3(N = 41)然后在实验室实验中评估了儿童(7-9岁)的实际帮助行为。通过一个封面故事,参与者被介绍给两个不知名的同龄儿童,他们后来无意中听到他们擅长或不擅长解谜(研究2)或数学(研究3)。随后,参与者在寻求帮助时,通过提供授权或非授权,帮助他们进行智力竞赛(研究2)或数学竞赛(研究3)。在这两项研究中,儿童更有可能向有能力的同龄人提供赋权帮助,而向不称职的同龄人提供非赋权帮助。这项工作表明,当幼儿意识到能力的差异时(例如,基于刻板印象),他们会通过提供最弱势的学生来维持现状,这将从提高他们的技能中获得最大的利润,而这样做的机会更少。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
5.40
自引率
7.10%
发文量
29
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