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E219- week 10 IDENTITY in middle childhood (https://learn2.open.ac…
E219- week 10 IDENTITY in middle childhood
Professor Claire Hughes, of the University of Cambridge’s Centre for Family Research, - identity is often overlooked as an aspect of child development,*
Intro audio
Piaget & Freud- MC time of consolidation so focus on EY &Ad
Erik Erikson - famous for Ad studies but did look at MD
her longitudinal study, Toddlers Up uses Harter's 'self concept scales'
PhD student Amanda Aldercotte- . age 6-10 big changes. 10-12 little variation
boys - generalise- good with friends & not in trouble= good at school
girls- better realising being bad/good in 1 area does not mean in all areas
Chapter 7
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1446304§ion=1.1
child interview text- 1/4 Ugandan, 1/4 Kenyan 1/2 british, (MM says ASIAN (!!?) background but born in Britain
WWII child-
Carrington and Short (1996)
views of British & Germans warped !!
in group & out group biases
Empirical studies (summarised by Barrett, 2011) ...using a range of different research methods found ingroup favouritism,
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1446304§ion=2.1
People do not normally think about
national identity
as they go about their everyday business, although daily life is permeated by things that are unnoticeably associated with national identity
(Billig, 1995)
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1446304§ion=2.5
knowledge of the existence of the national group
categorisation of self as a member of the national group
the degree of importance attributed to the national identity at a subjective level
a sense of belonging to the national group
beliefs about the criteria which make someone a member of the national group
feelings towards other people who belong to the national group
beliefs about the typical characteristics and traits of people who belong to the national ingroup and salient national outgroups
knowledge of national emblems
knowledge of emotions such as national pride and shame.
the
language
the child learns to speak, the way of life adopted by the child’s family, the content of programmes the child watches on
television
, the content of the child’s
school
curriculum (particularly in the study of subjects such as history and geography), and the national holidays and
festivals
celebrated by the child and his or her family.
stereotypes
about national ingroups and outgroups are present by the age of 10, and research has shown that they begin to be acquired from the age of 5.
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1446304§ion=2.2
debatable whether they merely reflect
prejudice
or some
genuine variation
.
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1446304§ion=3.1
Although open-ended interviewing can be revealing, it is important to be aware that there are problems associated with this method when working with children.
Firstly, the wording of question encourages particular types of answers from children. For example, one question in
Carrington and Short’s
interviews was ‘Are you British or are you something else?’ This may have encouraged a response of ‘British’ rather than, for example, ‘English’ or ‘Scottish’.
A further problem is that in interviews children tend to produce responses which they think the interviewer wants to hear or withhold answers which they think are unacceptable to adults.
The use of open-ended questions is also cognitively very demanding for children.
instead
Barrett
(e.g. 2007) choosing 'all the cards which describe you' less cognitively demanding as recognition rather than recall .
*supra-national
terms such as ‘European’ were not often chosen by 6 and 9-year-old children to describe themselves. However, by 12 and 15 years, children in both southern Spain and northern Italy had begun to choose this term to describe themselves, and had also started to attribute relatively high importance to this identity. By contrast, the children in England and Scotland rarely placed much importance on their European identity, at any age.*
Barrett, 2002)- capital city kids more aware of nationality (I think cos of exposure to variety comment says see big ben etc, more tourists and live in the capital which represents the country)
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1446304§ion=3.2.1
national identification, five main influencers: child’s age, nation, geographical location within the nation, ethnicity, and language use -
Clashes with Piagetian cognitive-developmental theory belief all develop through same stages
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1446304§ion=3.2.3
basque kids- spanish lang @ home= spanish basque = basque (
Reizábal et al., 2004, Reizábal and Ortiz, 2011)
same for Welsh (
Livingstone et al., 2011
)
almost all notes copy & paste!!!!
British kids more likely than Americans to say you cannot change nationality as where you were born is where you were born (Carr & Short study)
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1446304§ion=4.1
open ended questions difficult so Penny et al. showed combinations of 8 cards- place of birth came out top. only factored in religion and skin colour when with erroneous cards (age & school)
tacit reference to research styles- qualitative/ quantitative
Clay and Barrett (2011
), 80 white English children- dutch, french & German- as aged were kinder about D & F but harsher on the
enemy
Germans-
surely proving just repeat what hear?
?y french & dutch- what would kids know???? pick american and middle eastern!!!
Piaget and Weil (1951)- open ended
(Barrett and Short, 1992- like & dislike scales
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1446304§ion=4.3
Barrett et al., 2003)- positive/negative traits assigned
overwhelmingly - children favour own over all others
exception - Scottish 6-12 y late 60s Tajfel et al. (1970, 1972)
Barrett et. al. (2004) found that more ingroup favouritism was apparent when a like/dislike scale was used than when a positivity/negativity trait scale was used.
ABSOLUTELY !! you can dislike germans but say punctual, law abiding (positive traits)- proves invalidity of these studies!!!!
do not dislike outgrips unless an historical enemy of the child’s nation. english re Germans (Barrett and Short, 1992; Clay and Barrett, 2011), &Greek children towards Turks (Buchanan-Barrow et al., 1999).
Cognitive-developmental theory
can explain why there is:
a reduction in national ingroup favouritism
an increase in positive regard for national outgroups across middle childhood.
However, it cannot explain why:
within countries, there is differential development of children’s national identifications as a result of their location within the nation, their ethnicity, and their use of language
national groups which are traditional national enemies are evaluated significantly more negatively than other outgroups
there are some populations of children who do not show ingroup favouritism at 6 years.
social identity theory
(Tajfel, 1978; Tajfel and Turner, 1986)
Research summary 2:
Minimal Group Theory-
randomly group people/ toss a coin
(houses@school
) favour your own!!
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1446304§ion=5.2
Research summary 3:
Sherif’s Robbers’ Cave
Study
create ill feeling and fights will ensue
from age 7 prejudices/dislike towards outgrips MAY occur... three factors: their level of identification with the ingroup, the extent to which other members of the ingroup hold negative attitudes towards outgroups, and the extent to which the ingroup believes that it is under threat in some way.
affected not only by cognitive-developmental factors and social identity processes but also by the media, schooling and the family.
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1446304§ion=5.3
Societal-social-cognitive-motivational theory
figure 7 Barrett and Oppenheimer, 2011, p. 13)- very convoluted basically all mutually influence & effect
does not specify exact ages developments will/can occur
Reading A
https://www-tandfonline-com.libezproxy.open.ac.uk/doi/full/10.1080/03004279.2011.567196
S. Wales school
Scourfield et al. (2006)
Qualiative !!
revival of the Welsh language.
but non welsh speakers identified Welsh too- not exact science!!
compared 2001 census with 91
the Nationality, Immigration and Asylum Act (2002) (Office for National Statistics 2002) seeking naturalisation as British citizens = demonstrate sufficient understanding of English (or Welsh, Scottish or Gaelic) and knowledge of life in the UK.
(Herder 1969; Poole 1999) with agree language (and culture ) is integral to national identity
nation and nationality as ‘common sense’ unquestioned categories.
Thompson (2001)
only when children reach 7 years, Nesdale (2004) claims that prejudice to out-groups, i.e. the groups which they do not identify with, can emerge.
Barrett (2002) Centenary project : children from ethnic minority groups were less likely to consider themselves as English or British than white English children.
Barrett study not wholly conclusive.
Reading B
: Maolalaidh, M. N. and Stevenson, C. (2014) ‘National identity in a foreign context: Irish women accounting for their children’s national identity in England’, Discourse & Society, vol. 25, no. 2, pp. 245–62.
separate mind map!!
Methods: self-report measures
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1446303§ion=6
interviews, questionnaires
open v closed questions
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1446303§ion=6.1
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1446303§ion=6.2
re ask same question later in questionnaire !!
Likert scale- how likely/unlikely tick box
kids version smiley faces !!!
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1446303§ion=6.3
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1446303§ion=6.4
vague or ambiguous wording
technical terms
leading questions
value judgements
double-barrelled questions.
Avoid;
remind them not being tested & it is confidential !!
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1446303§ion=6.5
absolutely !!!!!
be specific- 'in the last month' not 'how many..."