Melanie Killen
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Author Swipe
View article: Children and Young Adults Factor Merit Into Their Judgments of Gender‐Based Science Resource Inequalities
Children and Young Adults Factor Merit Into Their Judgments of Gender‐Based Science Resource Inequalities Open
Inequalities in access to important resources and opportunities between social groups persist throughout societies worldwide. Social psychological research has shown that adults often use meritocratic beliefs to justify the existence of su…
View article: Children’s math and science beliefs about underrepresented peers are related to STEM occupation expectations
Children’s math and science beliefs about underrepresented peers are related to STEM occupation expectations Open
Children's interest and motivation in math and science decline dramatically beginning as early as elementary school (K-5). This is especially true for marginalized students, such as girls and children from underrepresented racial-ethnic mi…
View article: Developing inclusive youth: children’s moral reasoning predicts inclusive orientations
Developing inclusive youth: children’s moral reasoning predicts inclusive orientations Open
This study examined how children’s moral reasoning in response to intergroup exclusion scenarios relates to inclusive attitudes and behaviors. A sample of 528 students ( M age = 9.19, SD = 0.90; 264 girls) in third through fifth grade part…
View article: Children’s reasoning about challenging social exclusion of peers with learning difficulties
Children’s reasoning about challenging social exclusion of peers with learning difficulties Open
Inclusive classrooms aim to promote the social participation of children with learning difficulties (LD). Research shows that children without LD view it as fair to include their peers with LD into the classroom community. Still, children …
View article: Children’s evaluations of direct and indirect bias justifications for same-race inclusion
Children’s evaluations of direct and indirect bias justifications for same-race inclusion Open
Different forms of prejudice emerge in childhood, often referred to as direct and indirect bias. Little is known about children's evaluations of whether certain forms of bias are more okay than others, particularly in the context of peer a…
View article: Children’s and adolescents’ reasoning about distributive fairness and educational inequalities
Children’s and adolescents’ reasoning about distributive fairness and educational inequalities Open
To investigate children’s and adolescents’ reasoning about distributive fairness in a rural area of Nepal, we asked participants (53% girls, N = 706, M age = 13.48; SD age = 1.79) to distribute educational resources to schools that varied …
View article: Creating Inclusive Environments: Enabling Children to Reject Prejudice and Discrimination
Creating Inclusive Environments: Enabling Children to Reject Prejudice and Discrimination Open
Developmental psychology researchers who investigate the multifaceted nature of prejudice, shown within everyday peer interactions, emphasize the importance of creating inclusive environments for children where equity and justice are promo…
View article: Children's evaluations of interracial peer inclusion and exclusion: The role of intimacy
Children's evaluations of interracial peer inclusion and exclusion: The role of intimacy Open
The present study investigated how Black and White American children, ages 6 to 9.5 years and 9.5 to 12 years ( N = 219, M Age = 9.18 years, SD Age = 1.90; 51% female) evaluated vignettes in which peers included a same‐ or cross‐race peer …
View article: Cross‐group contact predicts positive beliefs about girls’ and Black peers’ STEM abilities and occupational prospects
Cross‐group contact predicts positive beliefs about girls’ and Black peers’ STEM abilities and occupational prospects Open
High‐quality forms of intergroup contact, such as cross‐group play and friendships, have been identified as particularly effective for promoting positive beliefs toward outgroup peers. Relations between children's cross‐group play experien…
View article: Ethical and Epistemic Costs of a Lack of Geographical and Cultural Diversity in Developmental Science
Ethical and Epistemic Costs of a Lack of Geographical and Cultural Diversity in Developmental Science Open
Increasing geographical and cultural diversity in research participation has been a key priority for psychological researchers. In this article, we track changes in participant diversity in developmental science over the past decade. These…
View article: Children and adolescents rectify unequal allocations of leadership duties in the classroom
Children and adolescents rectify unequal allocations of leadership duties in the classroom Open
Little is known about how children and adolescents evaluate unequal teacher allocations of leadership duties based on ethnicity‐race and gender in the classroom. U.S. boys and girls, White (40.7%), Multiracial (18.5%), Black/African Americ…
View article: Teacher evaluations of interethnic bullying of an Arab student: The role of perceiving refugees as a threat or benefit
Teacher evaluations of interethnic bullying of an Arab student: The role of perceiving refugees as a threat or benefit Open
Interethnic bullying that targets ethnic minority students has serious consequences for the lives of victimized students. Teachers’ evaluations of the bullying are critical because teacher intervention can stop bullying and improve the adj…
View article: Does intergroup contact increase children’s desire to play with diverse peers and reduce experiences of social exclusion?
Does intergroup contact increase children’s desire to play with diverse peers and reduce experiences of social exclusion? Open
Reducing prejudice in childhood requires changing group norms that often perpetuate prejudicial attitudes and in-group bias. Research has shown that intergroup contact is one of the most effective means to reduce prejudice. Yet little rese…
View article: Perceived contact with friends from lower socioeconomic status reduces exclusion based on social class
Perceived contact with friends from lower socioeconomic status reduces exclusion based on social class Open
This study investigated children's and adolescents’ reasoning about intergroup exclusion based on social class from educational opportunities in Türkiye. The role of children's and adolescents’ perceived contact with friends from different…
View article: Adolescents view social exclusion based on social class as more wrong than do children.
Adolescents view social exclusion based on social class as more wrong than do children. Open
Psychological attitudes about social status hierarchies and social mobility often reflect stereotypic expectations about competencies and entitlements based on inequalities. Children who experience exclusion based on social class are at ri…
View article: When to intervene and take a stand: Evaluating bystander roles in intergroup name‐calling contexts
When to intervene and take a stand: Evaluating bystander roles in intergroup name‐calling contexts Open
Children ( n = 121, M = 9.86 years, SD = 0.64) and adolescents ( n = 101, M = 12.84 years, SD = 0.69) evaluated proactive and passive bystander behaviour to intergroup name‐calling ( N = 222, 54% female). Scenarios depicted ingroup perpetr…
View article: Challenging the exclusion of immigrant peers
Challenging the exclusion of immigrant peers Open
The present study examined age-related differences in bystander reactions within the context of peer exclusion of national ingroup (British) and immigrant outgroup (Australian or Turkish) peers. The immigrant peers were from nations that v…
View article: Science resource inequalities viewed as less wrong when girls are disadvantaged
Science resource inequalities viewed as less wrong when girls are disadvantaged Open
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 investigat…
View article: British Adolescents Are More Likely Than Children to Support Bystanders Who Challenge Exclusion of Immigrant Peers
British Adolescents Are More Likely Than Children to Support Bystanders Who Challenge Exclusion of Immigrant Peers Open
The present study examined British children’s and adolescents’ individual and perceived group evaluations of a challenger when a member of one’s own group excludes a British national or an immigrant newcomer to the school (Turkish or Austr…
View article: Adolescents' evaluations of those who challenge exclusive and inclusive peer norms
Adolescents' evaluations of those who challenge exclusive and inclusive peer norms Open
Early and middle adolescents' judgements and reasonings about peers who challenge exclusive and inclusive peer group norms were examined across three studies with varying intergroup contexts. Study 1 participants included ( N = 199) non‐Ar…
View article: Socioeconomic status biases among children and adolescents: The role of school diversity and teacher beliefs in Nepal
Socioeconomic status biases among children and adolescents: The role of school diversity and teacher beliefs in Nepal Open
Investigating socioeconomic status (SES) biases, Nepalese children and adolescents ( N = 605, 52% girls, M age = 13.21, SD age = 1.74) attending schools that varied by SES composition were asked to anticipate whether a peer would include a…
View article: Group Norms Influence Children’s Expectations About Status Based on Wealth and Popularity
Group Norms Influence Children’s Expectations About Status Based on Wealth and Popularity Open
Children’s understanding of status and group norms influence their expectations about social encounters. However, status is multidimensional and children may perceive status stratification (i.e., high- and low-status) differently across mu…
View article: Testing the effectiveness of the <i>Developing Inclusive Youth</i> program: A multisite randomized control trial
Testing the effectiveness of the <i>Developing Inclusive Youth</i> program: A multisite randomized control trial Open
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 implemen…
View article: Promoting Fair and Just School Environments: Developing Inclusive Youth
Promoting Fair and Just School Environments: Developing Inclusive Youth Open
Incidents of prejudice and discrimination in K–12 schools have increased over the past decade around the world, including the United States. In 2018, more than two-thirds of the 2,776 U.S. educators surveyed reported witnessing a hate or b…
View article: Children’s Perspectives on Fairness and Inclusivity in the Classroom
Children’s Perspectives on Fairness and Inclusivity in the Classroom Open
School represents an important context for children’s social, moral, and identity development. Research indicates that supportive teacher-student relationships are significantly related to positive student academic achievement. Unfortunate…
View article: Developmental Perspectives on Social Inequalities and Human Rights
Developmental Perspectives on Social Inequalities and Human Rights Open
Social inequalities and human rights are inevitably linked to children’s and adolescents’ healthy development. Children who experience structural and interpersonal inequalities in access to resources and opportunities based on their gender…