Northwestern University.
Dev Psychol. 2019 Mar;55(3):586-591. doi: 10.1037/dev0000640.
A focal goal of development science in recent years has been to document and understand the psychological processes that underlie inequality toward the goal of promoting equity and justice (e.g., Killen, Rutland, & Yip, 2016). This timely special section on economic inequality broadens the empirical conversation, which has centered mostly on race and gender, to include how children and adolescents perceive, experience, and reason about economic inequality in their social worlds. From the perspective of the broader literature on children's developing understanding of social identities and inequalities, I reflect on 3 observations raised collectively in these special section articles: (a) how economic inequality is defined and for whom; (b) the role of intersectionality; and (c) the dearth of longitudinal data. I suggest that developmental scholarship on inequality has focused on particular aspects of inequality (poverty and oppression) for particular demographic groups (ethnic-racial minority populations) and relied on cross-sectional (rather than longitudinal) data to draw conclusions about development. These observations are not necessarily unique to the articles in this special section but warrant consideration across the scholarship on inequality in developmental science. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
近年来，发展科学的一个焦点目标是记录和理解潜在的不平等心理过程，以促进公平和正义（例如，Killen、Rutland 和 Yip，2016）。本关于经济不平等的专题扩大了实证对话，其主要集中在种族和性别上，包括儿童和青少年如何感知、体验和推理他们社会世界中的经济不平等。从更广泛的关于儿童社会认同和不平等发展理解的文献来看，我反思了这些专题文章中共同提出的 3 个观察结果：（a）经济不平等的定义和针对对象；（b）交叉性的作用；以及（c）缺乏纵向数据。我认为，不平等方面的发展研究主要集中在特定方面的不平等（贫困和压迫）和特定人口群体（少数族裔群体），并依赖横断面（而非纵向）数据来得出关于发展的结论。这些观察结果并不一定是这个专题文章所特有的，但值得在发展科学中的不平等研究中加以考虑。（PsycINFO 数据库记录（c）2019 APA，保留所有权利）。
