@article{hagan_halberstadt_cooke_garner_2023, title={White Parents' Racial Socialization: Questionnaire Validation and Associations with Children's Friendships}, ISSN={["1552-5481"]}, DOI={10.1177/0192513X221150973}, abstractNote={ White parents’ approaches to racial socialization can have significant consequences for children’s understanding of race, racial bias, and racial justice. Across three studies, we attempted to identify three racial socialization practices that White parents employ. In Study 1, 238 White parents self-reported their racial socialization practices and listed their children’s friends’ age, race, and gender. Exploratory factor analysis suggested evidence for three scales: race-consciousness, discussion-hesitancy, and race-evasiveness. Parents’ discussion hesitancy was positively associated, and race consciousness negatively associated, with the racial homogeneity of their child’s friendship group. In Study 2 (N = 79), White parents’ discussion-hesitancy was again positively associated with the racial homogeneity of their child’s friendship group. In Study 3, with 21 White parents and their children independently reporting, White parents’ discussion hesitancy was again positively associated with the racial homogeneity of their child’s friendship group. Parents’ comfort level when discussing race and parents’ intergroup contact provided additional validational evidence. }, journal={JOURNAL OF FAMILY ISSUES}, author={Hagan, Courtney and Halberstadt, Amy and Cooke, Alison and Garner, Pamela}, year={2023}, month={Jan} }
 @article{halberstadt_cooke_hagan_liu_2021, title={PerCEIVED: Perceptions of Children's Emotions in Videos, Evolving and Dynamic Task}, ISSN={["1931-1516"]}, DOI={10.1037/emo0001019}, abstractNote={Researchers have been studying emotion recognition skill for over 100 years (Feleky, 1914), yet technological advances continue to allow for the creation of better measures. Interest in consistent inaccuracies (sometimes described as bias) has also emerged recently. To support research in both emotion recognition skill and bias, we first describe all extant measures of emotion recognition with child actors that we have found, evaluating strengths and constraints of these measures. We then introduce a new measure of emotion understanding (Perceptions of Children's Emotions in Videos, Evolving and Dynamic task) that includes assessment of six emotions portrayed dynamically over rounds by 72 child actors, balancing child race and gender within each emotion, and certified by Facial Action Coding System coders. We provide participant accuracy and bias rates by round and within emotion, based on results from four studies (N = 477 adult participants), and report evidence for reliability over time, criterion and discriminant validity, and multidimensionality of emotion recognition from these studies. We conclude with potential uses of the measure in terms of assessing the accuracy and inaccuracies of participants, including opportunities for the study of developmental processes, individual differences, and confusions between various emotions. (PsycInfo Database Record (c) 2021 APA, all rights reserved).}, journal={EMOTION}, author={Halberstadt, Amy G. and Cooke, Alison N. and Hagan, Courtney A. and Liu, Xi}, year={2021}, month={Sep} }
 @article{hagan_halberstadt_leary_2021, title={Socialization of children's experience and expression of pride}, volume={30}, ISSN={["1522-7219"]}, DOI={10.1002/icd.2230}, abstractNote={Abstract}, number={4}, journal={INFANT AND CHILD DEVELOPMENT}, author={Hagan, Courtney A. and Halberstadt, Amy G. and Leary, Kevin A.}, year={2021}, month={Jul} }
 @article{hagan_halberstadt_cooke_garner_2020, title={Teachers' Beliefs About Children's Anger and Skill in Recognizing Children's Anger Expressions}, volume={11}, ISSN={["1664-1078"]}, DOI={10.3389/fpsyg.2020.00474}, abstractNote={Everyday beliefs often organize and guide motivations, goals, and behaviors, and, as such, may also differentially motivate individuals to value and attend to emotion-related cues of others. In this way, the beliefs that individuals hold may affect the socioemotional skills that they develop. To test the role of emotion-related beliefs specific to anger, we examined an educational context in which beliefs could vary and have implications for individuals’ skill. Specifically, we studied 43 teachers’ beliefs about students’ anger in the school setting as well as their ability to recognize expressions of anger in children’s faces in a dynamic emotion recognition task. Results revealed that, even when controlling for teachers’ age and gender, teachers’ belief that children’s anger was useful and valuable in the school setting was associated with teachers’ accuracy at recognizing anger expressions in children’s faces. The belief that children’s anger was harmful and not conducive to learning, however, was not associated with teachers’ accuracy at recognizing children’s anger expressions. These findings suggest that certain everyday beliefs matter for predicting skill in recognizing specific emotion-related cues.}, journal={FRONTIERS IN PSYCHOLOGY}, author={Hagan, Courtney A. and Halberstadt, Amy G. and Cooke, Alison N. and Garner, Pamela W.}, year={2020}, month={Mar} }