UC Berkeley

Stereotypes are powerful. They not only influence our perceptions and interactions but also shape individual identities and societal structures. Crucially, stereotypes emerge early, shaping children’s understanding of the world and their place in it. The early emergence is particularly concerning as it underpins the perpetuation of social inequities, such as racial and gender disparities. This dissertation explores the development of stereotypes, focusing on the linguistic factors that contribute to their formation. By examining how language–both in terms of what is said about and to social groups–influences children’s stereotypes, this research highlights the subtle yet powerful ways that everyday language can shape social cognition.

Chapter 1 examines the emergence of racial stereotypes in early childhood, revealing that by age 7, children start attributing competence and warmth differently across racial groups. This finding suggests these stereotypes are not due to mere in-group preferences, but rather, mirror broader societal beliefs. By shedding light on the developmental trajectory of stereotypes, this chapter serves as a foundation for further exploration into the mechanisms underlying this development.

Chapter 2 shifts the focus to pragmatic inferences, investigating how children and adults “read between the lines” of what a speaker says to form judgments about social groups. The chapter illustrates the powerful role of indirect language cues in stereotype formation and the nuanced ways language impacts social cognition.

Chapter 3 demonstrates that the manner of addressing social groups affects perceptions of their competence. The research reveals that both children and adults perceive individuals addressed with simplified language or information as less competent. This novel perspective expands our understanding of linguistic factors in stereotype formation, moving beyond the traditional focus on the content of speech about social groups, and highlights the significance of how speech is directed at them.

Collectively, this dissertation presents a unique perspective on the development of stereotypes, emphasizing the significant role of linguistic cues from childhood through adulthood. This work contributes to academic discourse and offers valuable insights for developing educational and policy interventions aimed at dismantling harmful stereotypes.