Preservice teachers’ racialized emotion recognition, anger bias, and hostility attributions

Halberstadt, Amy G.; Castro, Vanessa L.; Chu, Qiao; Lozada, Fantasy T.; Sims, Calvin

doi:10.1016/j.cedpsych.2018.06.004

Cited by 96 publications

(54 citation statements)

References 125 publications

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“…Gender does not affect the self-efficacy in secondary education students (Salavera, Usán, & Jarie, 2017). However, on the other hand, empirical research by Halberstadt et al (2018) finds that the recognition of emotions by preservice teachers might be biased according to race and gender.…”

Section: Literature On Role Of Emotions In Decision Makingmentioning

confidence: 94%

The Role of Gender and Education on Decision-Making

Jacques

Gulseven

2019

Studies in Business and Economics

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In this article we investigated the predominance of six unique dimensions of decisionmaking. We defined those dimensions as rationality, acuity, autonomy, openness, control, and emotion-neutrality. Our data is based on an online survey conducted on a global scale. From this survey, we received a total of 356 responses, of which 204 (57.3%) are females, and 152 (42.70%) are males. Of the respondents, 139 (39.04%) work in the education sector as teachers, academicians, lab instructors, course assistants and the remainder in other occupations. Our results suggest that emotion-neutrality is positively associated with all the dimensions of decision-making except acuity. We found that emotion-neutrality plays a significant role in the decision-making processes. However, female respondents perceive themselves to be less emotion-neutral, a finding that is amplified in the education sector. Thus, female teachers are more likely to make emotional decisions.

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Section: Literature On Role Of Emotions In Decision Makingmentioning

confidence: 94%

The Role of Gender and Education on Decision-Making

Jacques

Gulseven

2019

Studies in Business and Economics

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“…In one study, preservice teachers were more likely to interpret a non-angry facial expression as angry for Black faces as opposed to White faces. In addition, these teachers perceived Black boys as more hostile across vignettes of mild and moderate behavior infractions (Halberstadt et al, 2018). These misattributions of students’ emotions may lead teachers to interpret innocuous behaviors from Black students as behaviors that warrant a subjective ODR.…”

Section: Implicit Bias and Discipline Disparitiesmentioning

confidence: 99%

School Pathways to the Juvenile Justice System

Hughes

Raines

Malone

2020

Policy Insights from the Behavioral and Brain Sciences

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School policies have increasingly criminalized students for common developmentally appropriate behaviors, such as talking back, public displays of affection, or repeated tardiness. Although their behaviors are no more problematic than their peers, children of color and children of color with disabilities are punished at higher rates. The increasing number of police in schools has also increased the number of arrests. In some cities, schools are the primary referral source to juvenile court. The literature on implicit bias, decision-making, and discipline disparities suggests new policy approaches: Evidence-based measures can disrupt these pathways to the justice system. A range of solutions could fortify efforts to protect all students and promote positive school climate.

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“…In addition to possible main associations of race, gender, and age with risk of permanency dissolution, the intersection of these demographic attributes may also matter. Specifically, if research on race and gender bias in evaluation of threat and perception of aggression (e.g., Halberstadt et al, 2018) extends to adoptive parents/guardians, then racial minority males may be at greater risk of permanency dissolution than white males or racial minority females, Similarly, age may exacerbate any racial bias in whether caregivers feel threatened by a child’s behavior, given evidence that Black youth, particularly males, are perceived as older, larger, and more physically imposing than White youth (Goff et al, 2014; Wilson et al, 2017). Prior literature has illustrated child behavior problems, mental health issues, or disability status consistently undermine permanency (Coakley & Berrick, 2008; Liao, 2016; Parolini et al, 2018), and therefore, are important to account for when examining direct and indirect associations between child characteristics and dissolution.…”

Section: Overarching Factors Affecting Permanency Dissolutionmentioning

confidence: 99%

“…Second, race may affect how adoptive parents or guardians evaluate behavior problems. Studies have shown that teacher trainees view Black children, particularly Black males, as more hostile when exhibiting misbehavior than White children exhibiting similar behaviors (Halberstadt et al, 2018). There is also evidence of biases linking stereotypical Black features with dangerousness or risk among Black and non-Black observers (Kahn & Davies, 2011).…”

Section: Race and Permanency Dissolutionmentioning

confidence: 99%

Predictors of Adoption and Guardianship Dissolution: The Role of Race, Age, and Gender Among Children in Foster Care

Sattler

Font

2020

Child Maltreat

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Adoption and guardianship are meant to provide permanency to foster children when reunification is not a viable option. Unfortunately, sometimes adoption and guardianship placements dissolve resulting in children returning to care. Currently, there is limited research on the prevalence and predictors of adoption and guardianship dissolutions. This study investigated rates of guardianship and adoption dissolution using a complete entry cohort from a large state foster care system and the associations between child characteristics and risk factors with dissolution. Drawing on a complete entry cohort of foster children in Texas that exited to either adoption or guardianship placements, results demonstrated that over 2% of adoptive placements and 7% of guardianship placements were dissolved. Compared with White and Hispanic children, Black children had a higher risk of guardianship, but not adoption, dissolution. Older age was associated with a higher risk of adoption dissolution, and females had a higher risk of guardianship dissolution than males. Behavior problems, cognitive disability status, and mental health issues were all associated with a higher risk of dissolution. These findings have important implications for caseworkers and policymakers on permanency for children in adoptive or guardianship placements.

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Preservice teachers’ racialized emotion recognition, anger bias, and hostility attributions

Cited by 96 publications

References 125 publications

The Role of Gender and Education on Decision-Making

The Role of Gender and Education on Decision-Making

School Pathways to the Juvenile Justice System

Predictors of Adoption and Guardianship Dissolution: The Role of Race, Age, and Gender Among Children in Foster Care

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