There is a controversy in the literature concerning the development of children's representations of economic inequality. The issue is whether the attributes of children's concept of economic inequality are fundamentally collective or individual? An investigation was planned with a sample of 85 subject of different social economical status (SES): 30 adolescents from high SES families and 55 from low SES families (30 living with their parents and 25 living in the street). Pictures of people representing different professions were used, which participants had to put in order according to remuneration, attributing wages and evaluating satisfaction. The results point out the existence of a relationship between belonging to a certain social-cultural group and cognitive aspects of how economic inequalities are represented in our society. In fact, remunerations associated with different types of occupations were represented differently depending of social economical status and cultural experience of the participant. Thus, it's possible to consider that the structure of the system of super-individual activities in which the child is inserted plays a crucial part in the development of specific forms of social inequality representation. These results and its implications for an understanding of the socialization process are discussed.
Economic inequality; economic psychology; social representations; socialization
