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<p>Series Editor’s Preface xi</p> <p>Preface xiii</p> <p><b>Chapter 1 Introduction: Exclusion and Inclusion in Children’s Lives 1</b></p> <p>Theories of Social Cognition, Social Relationships, and Exclusion 3</p> <p>Types of Exclusion 6</p> <p>Goals of the Book 7</p> <p>Summary 7</p> <p><b>Chapter 2 The Emergence of Morality in Childhood 9</b></p> <p>Morality in Childhood 10</p> <p>What Morality is Not 10</p> <p>Criteria, Definitions, and Measurements of Morality 11</p> <p>Morality Encompasses Judgment, Emotions, Individuals, and Groups 12</p> <p>Social Precursors of Moral Judgment 13</p> <p>Moral Judgment and Interaction in Childhood 19</p> <p>Morality as Justice 23</p> <p>Social Domain Model of Social and Moral Judgment 25</p> <p>Moral Generalizability 30</p> <p>Morality in the Context of Other Social Concepts: Multifaceted Events 32</p> <p>Morality and Theory of Mind 34</p> <p>Morality and Social-Cognitive Development 35</p> <p>Summary 35</p> <p><b>Chapter 3 Emergence of Social Categorization and Prejudice 37</b></p> <p>Social Categorization as a Precursor of Prejudice 38</p> <p>Explicit Biases in Young Children 44</p> <p>Cognitive Developmental Approach to Prejudice Development 47</p> <p>Development of Implicit Biases 50</p> <p>Relation of Implicit Bias to Judgment and Behavior: Is it Prejudice? 53</p> <p>Summary 57</p> <p><b>Chapter 4 Group Identity and Prejudice 59</b></p> <p>Is Group Identity Good or Bad? 60</p> <p>Social Identity Theory 62</p> <p>Social Identity Development Theory 64</p> <p>Theory of Social Mind and the Control of Prejudice 68</p> <p>Moral or Group Norms and the Control of Prejudice 70</p> <p>Processes Underlying the Control of Prejudice 73</p> <p>Developmental Subjective Group Dynamics 77</p> <p>Morality and Group Identity 81</p> <p>Summary 84</p> <p><b>Chapter 5 What We Know about Peer Relations and Exclusion 86</b></p> <p>Intrapersonal and Interpersonal Exclusion: Social Traits and Individual Differences 87</p> <p>Intragroup and Intergroup Exclusion: Ingroup/Outgroup Identity 90</p> <p>Social Reasoning and Exclusion 92</p> <p>Gender Exclusion in Early Childhood: Okay or Unfair? 94</p> <p>Comparing Gender and Racial Exclusion: Group Goals and Qualifications 97</p> <p>Interviewing Ethnic Minority and Majority Children and Adolescents about Exclusion 100</p> <p>Social Reasoning about Exclusion in Adolescence: Crowds, Cliques, and Networks 108</p> <p>Social Reasoning about Sexual Prejudice 108</p> <p>Exclusion in Interracial Encounters: Lunch Table, Birthday Parties, and Dating 109</p> <p>Gender Exclusion in the Family Context: Children’s Views about Parental Expectations 113</p> <p>Summary 116</p> <p><b>Chapter 6 Intragroup and Intergroup Exclusion: An In-depth Study 118</b></p> <p>Group Dynamics: Conceptions of Groups in the Context of Exclusion 118</p> <p>Group Dynamics: Group Identity, Group-Specific Norms, Domain-Specific Norms 119</p> <p>Group-Specific Norms 123</p> <p>Deviance in Social Groups 123</p> <p>Group Identity 124</p> <p>Implications for Group Identity in Childhood 132</p> <p>Summary 132</p> <p><b>Chapter 7 Peer Exclusion and Group Identity Around the World: The Role of Culture 134</b></p> <p>Cultural Context of Exclusion 136</p> <p>Long-Standing Intergroup Cultural Conflicts 137</p> <p>Cultures with Intractable and Violent Conflict 138</p> <p>Recently Immigrated Groups 143</p> <p>Intergroup Exclusion Based on Indigenous Groups 151</p> <p>Summary 152</p> <p><b>Chapter 8 Increasing Inclusion, Reducing Prejudice, and Promoting Morality 154</b></p> <p>Intergroup Contact and Reducing Prejudice 156</p> <p>Intergroup Contact and Children 157</p> <p>Cross-group Friendships and Prejudice 158</p> <p>Intergroup Contact and Minority Status Children 163</p> <p>Reducing Implicit Biases through Intergroup Contact 165</p> <p>Reducing Prejudice through Extended Intergroup Contact 166</p> <p>Promoting Inclusion through the Mass Media 171</p> <p>Intergroup Contact and Promoting Moral Reasoning in Children 174</p> <p>Multicultural Education and Social Exclusion 176</p> <p>Factors that Reduce Childhood Bias 178</p> <p>Summary 180</p> <p><b>Chapter 9 Integration of Morality, Prejudice, and Group Identity: A New Perspective on Social Exclusion 181</b></p> <p>Theories about Peer Relationships 181</p> <p>Theories about Social Exclusion 183</p> <p>Children as Active Participants 185</p> <p>Judgments, Beliefs, Attitudes, Attributions of Emotions, and Behavior 187</p> <p>Implicit and Indirect Measures of Prejudice and Exclusion 190</p> <p>An Integrative Social-Cognitive Developmental Perspective on Social Exclusion 191</p> <p>Social Experience Factors that Promote Inclusion 192</p> <p>Exclusion and Prejudice 193</p> <p>Summary 193</p> <p>References 197</p> <p>Index 223</p>

<p>“Killen and Rutland provide expert broad-ranging reviews of relevant theories, research, and interventions and conclude with an integrative framework for understanding and addressing peer exclusion."  (<i>Journal of Applied Developmental Psychology</i>, 2012)</p> "Highly recommended. Upper-division undergraduates through faculty and professionals." (Choice, 1 November 2011)<br /> <br /> <p>"In sum, as we continue to understand and decipher the development of exclusion and inclusion in children, the framework provided by Killen and Rutland will be an unequivocal guide and impetus for a myriad of empirical studies in the human development field. After reading this impressive book, I believe the future of scholarship in this area (and our collective future) is bright and exciting!" (<i>Human Development Journal</i>, 2013)</p>

<p><b>Melanie Killen</b> is Professor of Human Development, Professor of Psychology (Affiliate), and Associate Director for the Center for Children, Relationships, and Culture at the University of Maryland. She is a Fellow of both the American Psychological Association and the Association for Psychological Science. She is also a recipient of the Distinguished Scholar-Teacher Award by the Provost from the University of Maryland. Her book with Dan Hart, <i>Morality in Everyday Life: Developmental Perspectives</i> (1995), received the outstanding book award from AERA, and her book with Sheri Levy, <i>Intergroup Attitudes and Relations from Childhood to Adulthood</i>, received an Honorable Mention for the Otto Klineberg Memorial Prize from SPSSI. Her research examines the development of morality, intergroup attitudes, exclusion and inclusion, peer relationships, prejudice, culture, and how social experience is related to social-cognitive development. <p><b>Adam Rutland</b> is Professor of Developmental Psychology at the Child Development Unit and Centre for the Study of Group Processes in the School of Psychology at the University of Kent. Previously he has been a British Academy Post-doctoral Fellow at the University of Surrey and been a member of Faculty at the University of Aberdeen. His research examines the development of children's prejudice and social identities. He has conducted recent research into when and how children learn to self-present their explicit attitudes; how intergroup contact can reduce children's prejudice; children's exclusion of peers within groups and acculturation amongst ethnic minority children.

<p><b>understanding children's world</b> <p>"This is an outstanding book. Through their masterful integration of developmental and social psycholocal theories and research, Killen and Rutland have made a major contribution to our understanding of chi dren's morality, social identity, exclusion, and intergroup relationships. This very engaging book is a must-read for scholars and others interested in these important and timely topics."<br> <b><i>Judi Smetana, University of Rochester</i></b> <p>"This book makes important and unique contributions to the study of intergroup relations, morality, and social development. The authors, who are distinguished scholars in this area, introduce original insights that synthesize past research and will guide research in this area for many years to come."<br> <b><i>John F. Dovidio, Yale University</i></b> <p>"This excellent book offers a sweeping treatment of a problem that all people either experience or fear at some time in their lives: social exclusion. The authors examine the problem from a developmental pespetive, offering a comprehensive account of the roots, effects, and broader significance of social exclusion during childhood. This original, integrative account now stands as the definitive work on this familiar dimension of children's social development."<br> <b><i>William Damon, Stanford University</i></b> <p>"Killen and Rutland have done an extraordinary job illuminating a critical phenomenon: when and why children exclude other children. This topic has never been more important, and their book is scholarly, fascinating, wise, and extremely valuable. It is a must-read for everyone interested in understanding how to work toward a just society."<br> <b><i>Carol Dweck, Stanford University</i></b> <p>Social inclusion and exclusion are pervasive aspects of social life. Understanding when exclusion is legitimate or wrong reflects an understanding of morality. While there are times when exclusion is legitimate and fosters group functioning, there are also times when it reflects prejudicial biases and stereotypic expectations. How children weigh fairness and stereotypic expectations when making exclusion decisions is determined by their understanding of group norms, social identity, and friendships with children from other backgrounds. In our contemporary global society, few topics are as timely or pressing as exclusion. <i>Children and Social Exclusion: Morality, Prejudice, and Group Identity</i> delves deeply into the origins of prejudice and the emergence of morality to explain why children include some and exclude others and sheds light on the origins of stereotyping, prejudice, and <p>social justice. <p>By tackling these important issues from a global perspective, <i>Children and Social Exclusion: Morality, Prejudice, and Group Identity</i> illustrates how the concept of exclusion might be better understood in multiple cultures and reveals its implications in regions of conflict in the world.

This is an outstanding book. Through their masterful integration of developmental and social psychological theories and research, Killen and Rutland have made a major contribution to our understanding of children's morality, social identity, exclusion, and intergroup relationships. This very engaging book is a must-read for scholars and others interested in these important and timely topics. <br /> —Judi Smetana, University of Rochester <p>This book makes important and unique contributions to the study of intergroup relations, morality, and social development.  The authors, who are distinguished scholars in this area, introduce original insights that synthesize past research and will guide research in this area for many years to come.<br /> —John F. Dovidio, Yale University</p> <p>This excellent book offers a sweeping treatment of a problem that all people either experience or fear at some time in their lives: social exclusion. The authors examine the problem from a developmental perspective, offering a comprehensive account of the roots, effects, and broader significance of social exclusion during childhood. This original, integrative account now stands as the definitive work on this familiar dimension of children's social development.<br /> — William Damon, Stanford University</p> <p>Killen and Rutland have done an extraordinary job illuminating a critical phenomenon: when and why children exclude other children. This topic has never been more important, and their book is scholarly, fascinating, wise, and extremely valuable. It is a must-read for everyone interested in understanding how to work toward a just society.<br /> —Carol Dweck, Stanford University</p>

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