A Developmental Science Framework for Investigating Conceptions of Social Inequalities

ABSTRACT

Social inequality refers to the uneven distribution of resources, rights, and opportunities in society, often as a result of societal policies that create unfair outcomes based on one's group identity, such as gender, race, ethnicity, nationality, religion, disability, wealth, and immigrant status. Social inequalities are pervasive in most cultures around the globe and result in negative consequences for children's health and wellbeing. This article takes a social‐cognitive developmental approach to identify the origins, acquisition, and nature of change of children's and adolescents’ conceptualizations of social equality. Three general areas of social equality are highlighted in the review: (1) equality of resources ; (2) equality of opportunities ; and (3) equality of persons . Children and adolescents value equality of resources and opportunities but are also aware of the roles that group norms, status, and hierarchies play in perpetuating inequalities of persons, which has aspects that are distinct from equality of resources and opportunities. Part of what makes it challenging for children to navigate these contexts is that group dynamics often conflict with or impede values about social equality. Even with these obstacles, across multiple cultural contexts, children and adolescents desire to rectify and challenge unfair practices and norms that contribute to social inequality of persons. We review several effective intervention studies that promote teacher‐guided discussions. Further, we discuss future directions and implications of the research findings. Facilitating conversations about social equality of persons at home and at school have the potential to change group norms and motivate children to be agents of change.