Are we measuring basic facts about children? Or basic facts about rich kids?
by Jane Hu
Living in the San Francisco Bay Area for the past few years, I’ve gotten used to lots of things that would probably seem strange in other cities. Commuting on a unicycle? Sure. Rampant midday nudity? Everywhere. Vegan dinner fundraiser for your Burning Man art car? Of course. So I hardly bat an eye when a 4-year-old says, “My favorite food is edamame.”
As a developmental psychologist, I test children to learn basic facts about kids, such as how they learn language, navigate social interactions, and gain knowledge. These things seem like they should work about the same way for any young human. But there is growing evidence that the timing and efficiency with which children learn these general skills vary a lot based on experience. A huge amount of a child’s early life experience is determined by the family’s socioeconomic status—how wealthy and educated the child’s parents are. The edamame-loving professors’ kids I’ve been testing are unlikely to be representative of an average child, or even an average American child.
There’s a term to describe the types of people who participate in most social science studies: WEIRD. They are weird in the sense that they are unusual compared with most of the world’s population, but WEIRD is also an acronym describing the white, educated, industrialized, rich, and democratic culture they come from. A trio of psychology professors coined this term in a 2010 paper, pointing out that fields studying human behavior often use participants who are “Western, and more specifically American, undergraduates.”
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