How racial identity develops in early childhood

Written By Building Brains

By Angela Peter

As early as the age of two, young children can begin to notice racial differences. They are already forming ideas and preferences based on what they see around them. Although it may feel uncomfortable for parents and caregivers to discuss race with younger children, avoiding the topic can actually reinforce the very biases and stereotypes we wish to prevent. Research has shown that silence around race can send the message that these differences are either negative or not worth acknowledging (Apfelbaum, Pauker, Sommers, & Ambady, 2010). In this post, we will take a look at how exactly racial identity develops during childhood, and what caregivers can do to guide racial identity learning in a healthy and inclusive way.

What Does the Research Say?

Developmental psychologists have found that infants can recognize racial differences from faces as early as six months old (Katz & Kofkin, 1997). By the age of two or three, children can start using racial labels to categorize themselves and others, saying things like “Black,” “White,” or “Brown,” most often mirroring the language and behavior of the adults around them (Hirschfeld, 2008; Quintana, 1998). If left unaddressed, these early impressions can evolve into implicit biases by the age of five (Pahlke, Bigler, & Suizzo, 2021; McKown, 2004).

Research has also shown us that young children are very sensitive to messages about fairness, inclusion, and who belongs (Brown & Bigler, 2005). If they are repeatedly seeing certain groups being marginalized or portrayed negatively in social media, amongst family, or friends, they will begin to internalize those patterns. On the other hand, children who are exposed to diversity in a positive context will grow to express more respect for all groups of people (Aboud, 2008; Derman-Sparks & Edwards, 2019).

Why Does This Matter?

Many caregivers will try to opt for a “racially blind” approach, which involves choosing to avoid talk about race in an attempt to treat everyone equally, but research shows that this can actually unintentionally allow stereotypes to go unchallenged. A study was conducted with a group of elementary aged children, Apfelbaum and colleagues (2010) showed that elementary school children “who received a colorblind message were significantly less likely to detect explicit instances of racial discrimination than children who heard a message that acknowledged and valued racial differences” (p. 317). A more racial conscious approach, which acknowledges the differences between people and the injustices tied to those differences helps children foster critical thinking.

What Can We Do to Help?

  • Normalize difference: If your child notices different skin colors or hair textures, affirm their observation instead of avoiding the topic. Respond with clear, age-appropriate context. For example, “Yes, people have many different skin colors, just like flowers come in many colors. These differences are part of what makes each person unique and beautiful.” This helps children view different features as something natural and valuable.

  • Diversify what your child sees: Expose your child to books, toys, and media that showcase a variety of racial identities and cultures in positive, meaningful roles. Choose books like Hair Love by Matthew A. Cherry, or All Are Welcome by Alexandra Penfold. (Derman-Sparks & Edwards, 2019).

  • Celebrate your own identity: Talk about your own culture, family background, and values. This models self-respect and creates a sense of openness for others to do the same. Children who hear their families talk proudly about identity are more likely to develop a secure and inclusive sense of self.

  • Practice fairness: Model inclusive behaviours and challenge racism you see around you in age-appropriate ways. Children learn more from what adults do than from what they say. If a child notices someone being left out or treated unfairly, talk to them about why that matters and how they can help create fairness (Quintana, 1998; McKown, 2004).

Local Resources

  • Lethbridge public library: Offers multicultural storytimes and diverse collections of children’s books.

  • Multicultural centre of southern Alberta: Programs that support newcomer families and cultural education.

  • Building brains: Resources and play kits designed with inclusivity in mind. Large collection of games and activities from a variety of cultures.

Conclusion

Having an early understanding of race and identity, shaped by the adults around them, can help children grow into kind and inclusive members of society.

References

Aboud, F. E. (2008). A social-cognitive developmental theory of prejudice. In S. M. Quintana & C. McKown (Eds.), Handbook of race, racism, and the developing child (pp. 55–71). Wiley.

Apfelbaum, E. P., Pauker, K., Sommers, S. R., & Ambady, N. (2010). In blind pursuit of racial equality? Psychological Science, 21(11), 1587–1592. https://doi.org/10.1177/0956797610384741

Brown, C. S., & Bigler, R. S. (2005). Children's perceptions of discrimination: A developmental model. Child Development, 76(3), 533–553. https://doi.org/10.1111/j.1467-8624.2005.00862.x

Derman-Sparks, L., & Edwards, J. O. (2019). Anti-bias education for young children and ourselves (2nd ed.). National Association for the Education of Young Children.

Hirschfeld, L. A. (2008). Children’s developing conceptions of race. In S. M. Quintana & C. McKown (Eds.), Handbook of race, racism, and the developing child (pp. 37–54). Wiley. https://www.researchgate.net/publication/287434559

Katz, P. A., & Kofkin, J. A. (1997). Race, gender, and young children. In S. S. Luthar, J. A. Burack, D. Cicchetti, & J. R. Weisz (Eds.), Developmental psychopathology: Perspectives on adjustment, risk, and disorder (pp. 51–74). Cambridge University Press.

McKown, C. (2004). Age and ethnic variation in children’s thinking about the legitimacy of status hierarchy and intergroup contact. Child Development, 75(4), 1201–1217. https://doi.org/10.1111/j.1467-8624.2004.00736.x

Pahlke, E., Bigler, R. S., & Suizzo, M. A. (2021). The development of implicit intergroup biases in early childhood. Developmental Psychology, 57(1), 35–50. https://doi.org/10.1037/dev0001117

Priest, N., Walton, J., White, F., Kowal, E., Baker, A., & Paradies, Y. (2014). Understanding the complexities of ethnic-racial socialization processes for both minority and majority groups: A 30-year systematic review. International Journal of Intercultural Relations, 43, 139–155. https://doi.org/10.1016/j.ijintrel.2014.08.003

Quintana, S. M. (1998). Children's developmental understanding of ethnicity and race. Applied & Preventive Psychology, 7(1), 27–45. https://doi.org/10.1016/S0962-1849(98)80020-6

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