The struggle is still real: Marginalized identity of roma preschoolers in the replication of Clark & Clark doll study 77 years after.

In this article, we present findings on how minority Roma and majority Serbian preschoolers perceive their own and the other group ethnic identity, and whether they are willing to interact with one another. In a conceptual replication of the seminal Doll study (Clark & Clark, 1947), we individually interviewed 212 children age 5 to 7 from ethnically heterogeneous and ethnically homogeneous preschool groups on group categorization and self-categorization, content of stereotypes, markers of social status, and contact preferences. While we observed a typical pattern of ingroup preference in children from the majority (Serbian) ethnic group, we found the inverse in the Roma group: they identified with the lighter skin doll, attributed more positive traits to it, saw it as a higher status one, and chose it as the one they want to interact with. These markers of negative identity testify to internalized oppression at a very early age. We address similarities and differences in manifestations of oppression across groups and cultures. Drawing from the results, we offer ways to empower minority groups in their first education settings.