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6-2 Short Paper: The Impact of Race, Ethnicity, and Social Class
Brynne Nicholas
Department of Psychology, Southern New Hampshire University
PSY 319: Child/Adolescent Social Development
Instructor Michele Mortensen
December 4, 2022
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The type of relationships in which children form with their parents, beginning in infancy,
is determined by the everyday interactions they experience with their parents and is fundamental
to their social skills development. This, along with heredity, family and home environment,
teachers, and educational environments, are all major factors that determine childhood social
development. Also, social-class factors such as income, education, and employment status of
children’s parents influence how children develop socially. The extent to which these factors can
influence the social development of children can vary across those of different races, ethnicities,
and social classes.
As social constructs, both race and ethnic identity are based on biological makeups (e.g.,
skin color) as well as cultural factors (e.g., heritage, ancestry, language) with these factors
frequently being utilized in defining a person's individual and collective identity as well as their
social standing in society. Unfortunately, youth frequently experience traditional ideology, racial
stereotypes, and injustices during a time in which finding a place in social groups is vitally
important and destructive to the formation of one's identity (Evans, A.B., Copping, K., Rowley,
S.J., & Kurtz-Costes, B., 2011). One of the most ubiquitous problems concerning race is that of
traditional stereotypes which are founded on the ideas held by members of a specific social
group as individuals who are affected by these negative stereotypes often experience social
repercussions. Sadly, traditional stereotypes still exist today even though attitudes and beliefs
regarding racial stereotypes have evolved over time. Potentially resulting in academic failure,
low self-esteem as well as stunted social development, the traditional stereotype that African
Americans are less capable academically in comparison to Caucasian and Asian individuals
(Evans, A.B., Copping, K., Rowley, S.J., & Kurtz-Costes, B., 2011). If African American
students believe their efforts will not benefit them in their endeavors of the future, academic
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opportunities that may be presented to them may be ignored as they are seen as of no use for
them. Individuals may experience delays in their development socially and in their language
because they did not realize their full potential as a result of traditional stereotypes like these.
Social development is influenced significantly by income, education, and employment
status as these factors determine socioeconomic status (SES), which has been found to be
directly correlated with cognition, emotional, and health denouements in children (Bradley, R.H.,
& Corwyn, R.F., 2002). Opportunities, quality of life, and privileges that members of society are
afforded are all incorporated in socioeconomic status. Children from low-SES families are not
provided access to resources or opportunities for social connections which results in them being
more likely to experience challenges relating to their cognitive and emotional development.
While on the other hand, children from high-SES families are provided access to resources and
social connections; and therefore, are not at such risk for developing cognitive and emotional
development problems (Bradley, R.H., & Corwyn, R.F., 2002).
Children from low-SES families are less likely to engage in activities that support
development of essential fundamental skills and frequently face challenges relating to their
education and health, which can have a negative impact on how they develop socially (American
Psychological Association, n.d.). This dearth of foundational knowledge is frequently brought on
by the absence of literacy in the children’s home environment and children who struggle to read
and learn language may frequently find it difficult to communicate with their peers. This in turn
can result in those children experiencing bullying due to their illiteracy, which can cause
additional issues with their social development.
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References
American Psychological Association. (n.d.). Education and socioeconomic status. American
Psychological Association. Retrieved November 17, 2022, from
https://www.apa.org/pi/ses/resources/publications/education
Bradley, R.H., & Corwyn, R.F. (2002). Socioeconomic status and child development. Annual
Review of Psychology, 53, 371-99. Retrieved November 18, 2022, from
https://doi.org/10.1146/annurev.psych.53.100901.1352333
Evans, A.B., Copping, K., Rowley, S.J., & Kurtz-Costes, B. (2011). Academic Self-Concept in
Black Adolescents: Do Race and Gender Stereotypes Matter?. Self and identity: the journal
of the International Society for Self and Identity, 10(2), 263–277. Retrieved November 19,
2022, from https://doi.org/10.1080/15298868.2010.485358
