New study finds social dominance preferences emerge in early childhood

Children begin to form views about fairness, power and group status far earlier than previously thought, according to new research published in the Journal of Experimental Psychology: General.

The study, led by researchers from the University of Wisconsin–Madison, found that social dominance orientation (SDO), a preference for group-based hierarchy and inequality, can emerge in children as young as five, independent of parental influence or explicit social modelling.

The findings were recently summarised by PsyPost, a psychology news platform that reports on peer-reviewed studies.

Social dominance orientation refers to an individual's tendency to prefer hierarchical relationships between social groups. People high in SDO tend to support inequality and dominance, while those low in SDO prefer more egalitarian relationships.

This study challenges long-held assumptions that SDO is developed primarily through socialisation. Instead, the findings suggest that these preferences can arise early in life as part of children’s cognitive development.In a series of controlled experiments involving children aged 5 to 12:

Children with higher levels of SDO were less likely to support correcting unfair treatment of others.
Participants assigned to high-status groups displayed reduced empathy toward peers in lower-status groups.
Children in low-status groups who viewed status as fixed were more likely to support hierarchy, reflecting a form of system justification, a coping strategy where individuals rationalise social inequality.

These results were consistent across multiple tests, and crucially, researchers found no significant link between children’s SDO levels and their parents’ social attitudes, suggesting an independent developmental pathway.

For early childhood educators, the study offers new insight into how young children begin to interpret power, fairness and inequality, and why early learning settings are key to supporting prosocial development.

Implications include:

The need to model and reinforce equitable behaviours across peer interactions.
Creating environments that celebrate diversity and cooperation rather than competition or exclusion.
Supporting children to challenge unfairness and speak up, building early foundations for ethical reasoning and empathy.

The research aligns with broader findings in social-emotional development, where early experiences shape how children view themselves and others. Addressing these patterns early can reduce the risk of entrenched biases and support inclusive and respectful behaviours throughout life.

Educators are uniquely placed to influence how children view status, difference and fairness, with intentional strategies that build resilience, collaboration and respect across diverse learning communities.