Who am I? Who are you?

­ Growing up in Divided Societies: Children’s Understanding of Conflict-related Group Symbols

Kids’ understanding of social categories has implications for conflict resolution. How and when children recognize names, symbols and social cues influences how they understand and identify with relevant social groups. How they identify with one group also affects their attitudes and behaviours toward ‘others.’ This effect can be even stronger in settings with a long history of conflict. ​ Northern Ireland, Kosovo and Macedonia, for example are rooted in a history of conflict. The two dominant social groups in each setting have remained notably segregated across neighbourhoods and schools. Although the overt conflict has ended, it has left a lasting effect on post-accord generations. Understanding these effects can help research-based reconciliation and peace-building projects. In the long-term, this can build a healthy and cohesive society. The Helping Kids! project explored how children from five to eleven years old in Northern Ireland, Kosovo and Macedonia perceive prevalent social cues – such as names or icons – associated with conflict-related groups. Across all three settings, children readily recognized cues belonging to conflict-related categories. This recognition increased with age. For example, in Northern Ireland, children identified the poppy as belonging to the Protestant/British community, while the shamrock represented the Catholic/Irish community; in Macedonia, children distinguished between celebratory foods as Macedonian or Albanian; and in Kosovo, children recognized various murals and pop artists as either Albanian or Serbian.

The more aware children were of conflict-related group markers, the more they preferred their own groups’ symbols; those who preferring in-group symbols also shared fewer resources (e.g., stickers) with the outgroup. Thus, the way children thought about conflict-related groups had behavioural implications even at early ages. The bright side is that children’s previous experience seems to counteract this pattern. If a child reported more positive experiences with outgroup children, he/she was more likely to share resources with the outgroup. Previous work in Northern Ireland has identified similar patterns. Children from segregated neighbourhoods in Belfast distributed more resources to ingroup members, especially when they held a strong group identity. Moreover, youth in Belfast who had higher quality and quantity contact with outgroup members had higher peacebuilding attitudes and civic engagement. From this we know that children know about and have preferences for social cues related to conflict-related groups. This knowledge and preference has influences how resources are shared with others,  an important first step in peacebuilding. Fostering more positive outgroup attitudes and opportunities for outgroup helping may have promising, long-term implications for more constructive intergroup relations. The Helping Kids! lab is working to apply these findings in other contexts. As such, these findings may have implications for the 350 million children living in conflict-affected areas.

Post by Laura K. Taylor, Jocelyn Dautel, Risa Rylander, Ana Tomovska Misoska, and Edona Maloku. Published on the Social Change Lab

*This phase of the Helping Kids! project was funded by the School of Psychology Research Incentivisation Scheme (RIS) and the Department for the Economy (DfE) – Global Challenge Research Fund (GCRF) Award [DFEGCRF17-18/Taylor].