@article{halberstadt_cooke_garner_hughes_oertwig_neupert_2022, title={Racialized emotion recognition accuracy and anger bias of children’s faces.}, volume={22}, ISSN={1931-1516 1528-3542}, url={http://dx.doi.org/10.1037/emo0000756}, DOI={10.1037/emo0000756}, abstractNote={Research suggests that individuals are racially biased when judging the emotions of others (Elfenbein & Ambady, 2002) and particularly regarding attributions about the emotion of anger (Halberstadt, Castro, Chu, Lozada, & Sims, 2018; Hugenberg & Bodenhausen, 2003). Systematic, balanced designs are rare, and are comprised of adults viewing adults. The present study expands the questions of racialized emotion recognition accuracy and anger bias to the world of children. Findings that adults demonstrate either less emotion accuracy and/or greater anger bias for Black versus White children could potentially explain some of the large racialized disciplinary discrepancies in schools. To test whether racialized emotion recognition accuracy and anger bias toward children exists, we asked 178 prospective teachers to complete an emotion recognition task comprised of 72 children's facial expressions depicting six emotions and divided equally by race (Black, White) and gender (female, male). We also assessed implicit bias via the child race Implicit Association Test and explicit bias via questionnaire. Multilevel modeling revealed nuanced racialized emotion recognition accuracy with a race by gender interaction, but clear racialized anger bias toward both Black boys and girls. Both Black boys and Black girls were falsely seen as angry more often than White boys and White girls. Higher levels of either implicit or explicit bias did not increase odds of Black children being victim to anger bias, but instead decreased odds that White children would be misperceived as angry. Implications for addressing preexisting biases in teacher preparation programs and by children and parents are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).}, number={3}, journal={Emotion}, publisher={American Psychological Association (APA)}, author={Halberstadt, Amy G. and Cooke, Alison N. and Garner, Pamela W. and Hughes, Sherick A. and Oertwig, Dejah and Neupert, Shevaun D.}, year={2022}, month={Apr}, pages={403–417} }
 @article{halberstadt_oertwig_riquelme_2020, title={Beliefs About Children's Emotions in Chile}, volume={11}, ISSN={["1664-1078"]}, DOI={10.3389/fpsyg.2020.00034}, abstractNote={To learn more about Chilean emotional beliefs related to emotion development, 271 Mapuche and non-Mapuche parents and teachers in urban and rural settings reported their emotion beliefs using a questionnaire invariant in the Chilean context (Riquelme et al., in press). Included are six beliefs previously found to resonate across three United States cultures (i.e., beliefs about the value and cost of certain emotions; control of emotion; knowledge of children’s emotion; manipulation of emotion; and emotional autonomy), and five others distinctive to the indigenous people of this region (i.e., value of being calm; controlling fear specifically; interpersonality of emotion; learning about emotion from adults; and regulation through nature). MANOVAs were conducted to examine these beliefs across culture (Mapuche, non-Mapuche), role (parent, teacher), and geographical location (rural, urban). For United States-derived beliefs, there were no main effects, although two interactions with culture by role and location were significant. For all five Mapuche-generated beliefs, there were significant main effects for culture, role, and location. Results highlight both similarities and differences in beliefs across cultures, roles, and geographical location. Implications for the Chilean context include the importance of non-Mapuche teachers’ sensitivity to the values and emotion-related beliefs of Mapuche families. Implications for the global context include an expanded view of emotion-related beliefs, including beliefs that children can control fear and be calm, that emotion-related values include attending to the needs of others, and that two ways of controlling emotion are through learning by listening to/watching elders, and by being in nature.}, journal={FRONTIERS IN PSYCHOLOGY}, author={Halberstadt, Amy G. and Oertwig, Dejah and Riquelme, Enrique H.}, year={2020}, month={Jan} }
 @article{mirabile_oertwig_halberstadt_2018, title={Parent emotion socialization and children's socioemotional adjustment: when is supportiveness no longer supportive?}, volume={27}, ISSN={["1467-9507"]}, DOI={10.1111/sode.12226}, abstractNote={Parents' supportive emotion socialization behaviors promote children's socioemotional competence in early childhood, but the nature of parents' supportiveness may change over time, as children continue to develop their emotion-related abilities and enter contexts that require more complex and nuanced social skills and greater autonomy. To test whether associations between parents' supportiveness of children's negative emotions and children's socioemotional adjustment vary with child age, 81 parents of 3- to 6-year-old children completed questionnaires assessing their responses to children's negative emotions and their children's emotion regulation, lability, social competence, and behavioral adjustment. As predicted, child age moderated the associations between parents' supportiveness and children's socioemotional adjustment. For younger children, parents' supportiveness predicted better emotion regulation and less anxiety/internalizing and anger/externalizing problems. However, for older children, these associations were reversed, suggesting that socialization strategies which were supportive for younger children may fail to foster socioemotional competence among 5- to 6-year-old children. These results suggest the importance of considering emotion socialization as a dynamic, developmental process, and that parents' socialization of children's emotions might need to change in response to children's developing emotional competencies and social demands.}, number={3}, journal={SOCIAL DEVELOPMENT}, author={Mirabile, Scott P. and Oertwig, Dejah and Halberstadt, Amy G.}, year={2018}, month={Aug}, pages={466–481} }