The role of racial stereotypes in the perception and rating of children's behaviour

Abstract

Asian children have been over-rated for exhibiting problem behaviours (Sonuga-Barke et al., 1993).  The present thesis explored whether stereotypes played a role in this rating bias.  Study One established that public stereotypes of Asian children identified by teachers confirmed previous research with Asians stereotyped more positively than white English children.  Teachers also reported that all teachers endorsed ethnic stereotypes less than the general public.  Study Two used stereotypes of Asian and white English children to investigate explicit and implicit stereotypes.  White English university students reported positive explicit stereotypes of Asians, but latency tasks revealed negative implicit stereotypes of Asians.  They also reported negative explicit stereotypes of white English people, and positive implicit stereotypes of white English people.  Study Three showed that white English students did not explicitly stereotype Asian or white English children, but implicit findings replicated Study Two.  Asian students did not explicitly stereotype, but showed negative implicit stereotypes towards Asians. Finally, the findings from Study Four replicated those of white English students in Study Three.  Importantly, it was found that white English children’s behaviours were biased by implicit positive stereotypes.  It is argued that the Sonuga-Barke fining is more of an under-rating of white English children’s behaviour.  In addition, implicit evaluative stereotypes have been consistently found.  The findings are discussed in relation to stereotype activation, prejudice, and practical implications.

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