Angry Marmot / 怒ったマーモット (follow)

@fludog1

Hypocrisy poisons trust, cloaking lies in virtue. 偽善は信頼を毒し、嘘を美徳で隠してしまう Asshole, Will Be Blocked Immediately!

Your garden, eaten vegetables

Joined June 2023

406 Following

470 Followers

26.3K Posts

Pinned Tweet

Angry Marmot / 怒ったマーモット (follow) @fludog1

about 1 year ago

The Interplay of Racial Identity and Biological Race in Children’s Ethnic Identity Development The concepts of racial identity and biological race are often conflated, yet they represent distinct frameworks for understanding human diversity. Racial identity is rooted in the lived experiences, meanings, and social contexts that shape an individual’s sense of self within a racial or ethnic group. In contrast, biological race focuses on physical traits and genetic variations, which modern science reveals as superficial and lacking clear taxonomic boundaries. These distinctions are particularly significant when examining the development of ethnic identity in children aged 0 to 9 years, a period marked by critical psychological and social growth. This essay explores the contrast between racial identity and biological race, followed by a detailed examination of the developmental phases of ethnic identity in young children, grounded in psychological research. First key Contrast: Racial identity is about meaning and experience—how a child understands and feels about their racial group, shaped by family, peers, and society. For example, a child may proudly identify as Native American due to cultural teachings, regardless of genetic makeup. Racial identity is a dynamic, socially constructed sense of self tied to racial group membership, shaped by experiences and context, measurable through psychological tools. Race as biological is about physical traits and genetics, but these do not form distinct categories and have minimal biological significance beyond specific adaptations. A child’s “racial” traits (e.g., dark skin) are a small part of their genetic profile, not a definitive marker of group membership. Race as biological refers to physical traits with a genetic basis, but modern science shows it lacks clear boundaries and is not a meaningful taxonomic category. The two are distinct: racial identity is about lived experience and meaning, while biological race is about superficial genetic variation, often misinterpreted historically. The development of ethnic identity in children: The development of ethnic identity in children aged 0 to 9 years is a complex process grounded in psychological and social research. Ethnic identity refers to an individual's sense of belonging to an ethnic group, encompassing shared cultural practices, values, and beliefs. Below, I outline the developmental phases of ethnic identity formation during this age range, focusing on objective findings from developmental psychology. Each phase is labeled and described based on established research, particularly drawing from models like Jean Phinney’s ethnic identity development framework and related studies on early childhood. The explanation avoids speculation or opinion, adhering strictly to documented patterns. Phase 1: Pre-Awareness (Ages 0–3) Description: During infancy and toddlerhood (0–3 years), children lack a conscious understanding of ethnic identity. Their cognitive and social capacities are not yet developed enough to process concepts like ethnicity or group membership. However, foundational experiences occur that indirectly shape later ethnic identity development. Key Features: Perceptual Beginnings: Infants as young as 6 months can distinguish faces based on racial or ethnic features (e.g., skin color, facial structure), as shown in studies like Kelly et al. (2007). This is a basic perceptual ability, not a conscious recognition of ethnicity. Social Environment: Children are exposed to their family’s cultural practices, language, and traditions. For example, a child in a Hispanic household may hear Spanish and participate in cultural rituals like family gatherings, absorbing these as part of their environment without understanding their ethnic significance. Attachment and Bonding: Primary caregivers provide the earliest social context. If caregivers emphasize cultural practices (e.g., specific foods, music, or religious rituals), these become part of the child’s implicit memory, laying groundwork for later identity formation. Limitations: Children at this stage cannot verbalize or conceptualize ethnicity. Their understanding is pre-verbal and sensory-based, driven by exposure rather than comprehension. Research Basis: Studies on infant face perception (e.g., Liu et al., 2015) confirm early sensitivity to racial/ethnic differences, but cognitive limitations prevent explicit ethnic awareness. Attachment theory (Bowlby, 1969) highlights how early caregiver interactions shape social foundations, including cultural exposure. Phase 2: Emerging Awareness (Ages 3–5) Description: In the preschool years (3–5 years), children begin to notice and categorize ethnic differences due to advances in cognitive development, particularly in social categorization and language skills. This phase marks the onset of rudimentary ethnic awareness, though understanding remains superficial and often stereotypical. Key Features: Social Categorization: By age 3, children can identify visible ethnic markers (e.g., skin color, hair texture) and begin associating them with group labels (e.g., “Black,” “White,” “Asian”). Research by Aboud (1988) shows preschoolers often focus on physical traits when categorizing people. Label Acquisition: Children learn ethnic labels from family, peers, or media. For example, a child may hear terms like “Mexican” or “Chinese” and start applying them, though often inaccurately or without understanding their cultural meaning. Early Stereotyping: Preschoolers may develop simplistic or biased views about ethnic groups, often reflecting societal stereotypes. For instance, a child might say, “People with dark skin play basketball,” based on media exposure, as noted in studies on social cognition (Bigler & Liben, 2007). Family Influence: Parents and caregivers play a critical role in shaping early ethnic awareness. Families that explicitly discuss ethnicity or engage in cultural practices (e.g., celebrating Diwali in an Indian household) foster stronger ethnic identification, per Quintana (1998). Egocentrism: Piaget’s preoperational stage (ages 2–7) indicates children are egocentric, meaning their understanding of ethnicity is self-focused and lacks perspective-taking. They may notice differences but struggle to understand others’ ethnic experiences. Research Basis: Aboud’s (1988) work on prejudice in childhood highlights how social categorization emerges by age 3–4, driven by cognitive advances. Quintana’s (1998) model of ethnic perspective- taking shows that preschoolers’ understanding is literal and focused on observable traits. Phase 3: Ethnic Identification (Ages 6–9) Description: During the early school years (6–9 years), children develop a more concrete understanding of their own ethnic identity and begin to recognize its social significance. This phase aligns with Piaget’s concrete operational stage, where logical thinking improves, allowing children to grasp group membership and cultural concepts more clearly. Key Features: Self-Identification: By age 6, most children can label their own ethnic group (e.g., “I’m Korean”) and associate it with specific cultural practices, such as language, food, or holidays. Studies by Phinney (1990) indicate this is when children start to internalize ethnic group membership. Group Belonging: Children begin to feel a sense of belonging to their ethnic group, especially if reinforced by family or community. For example, a child attending a cultural school (e.g., Hebrew school for Jewish children) may develop pride in their ethnic identity. Awareness of Social Dynamics: Children notice social patterns related to ethnicity, such as segregation in peer groups or differential treatment. Research by Brown & Bigler (2005) shows that by age 7, children can recognize discrimination or bias, though their interpretations may be simplistic. Cultural Knowledge: Exposure to cultural practices deepens. A child in an African American family might learn about historical figures like Martin Luther King Jr., connecting these to their ethnic identity, as described in Spencer’s (1983) work on minority identity development. Peer Influence: School environments expose children to diverse ethnic groups, shaping their understanding. Peer interactions can reinforce or challenge family-taught ethnic values. For instance, a child may face teasing for cultural differences, prompting questions about their identity. Limitations: While children understand ethnicity better, their knowledge is still concrete and lacks nuance. They may not grasp historical or systemic factors (e.g., colonialism, immigration patterns) influencing ethnic identity, per Quintana (1998). Research Basis: Phinney’s (1990) ethnic identity model emphasizes this phase as the beginning of conscious ethnic identification. Quintana’s (1998) developmental framework notes that children aged 6–9 focus on ethnic group membership and observable cultural practices, with limited abstract reasoning

11K

fludog1 retweeted

Carissa

@njoyzgrl81

5 days ago

Too many have remained silent.

104

14K

139K

fludog1 retweeted

redpillbot

@redpillb0t

4 days ago

Here is Mel Gibson posting from Italy. He is talking about how GMO food isn't allowed there, how he can actually consume their grains and pastas, the use of unpasteurized dairy, and the quality of the meat. He's serving this as a warning to the countries, like the USA, that are going down a disastrous road when it comes to their food supply.

713

303

10K

Angry Marmot / 怒ったマーモット (follow) @fludog1

4 days ago

@libsoftiktok This just wrong 😔

fludog1 retweeted

Libs of TikTok

@libsoftiktok

4 days ago

HOLY SH*T Bellingham High School in WA held a pride event where drag queens danced provocatively in front of CHILDREN They are coming for your children. You can contact the school here: 360-676-6575