The role of in‐group norms and group status in children's and adolescents’ decisions to rectify resource inequalities

Children's and adolescents’ resource allocation was examined in a context of inequality between schools and a peer group norm of either equality or equity. Participants ( N = 257; children, 7–11 years old and adolescents, 13–16 years old) were inducted into groups with either a lot (advantaged) or few (disadvantaged) art resources, in the context of an art competition. Participants were prescribed an equality (equal distribution) or equity (more...