Preservice teachers' racialized emotion recognition, anger bias, and hostility attributions
Preservice teachers' racialized emotion recognition, anger bias, and hostility attributions
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DOI：
10.1016/j.cedpsych.2018.06.004
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发表时间：
2018-07-01
影响因子：
10.3
通讯作者：
Sims, Calvin M.
中科院分区：
文献类型：
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作者：
Halberstadt, Amy G.;Castro, Vanessa L.;Sims, Calvin M.
对学生按种族区别对待是有据可查的，可能是由与种族偏见有关的隐含过程驱动的。为了更好地理解种族偏见可能被激活的一些途径，我们研究了副教授对情感的种族化感知。40名小学教师识别了20名黑人和白色男性和女性面孔中表达的情绪，以评估种族化情绪准确性和愤怒偏见;参与者还判断了4名黑人和白色男孩在学校与同龄人的不良行为视频中的敌意，以评估种族化归因。我们进行了一系列的多层次模型与评估的黑人和白色面孔（或男孩）嵌套在兼职教师。结果表明，黑人面孔的情绪比白色面孔的情绪识别准确度低;与白色面孔相比，黑人面孔更容易被视为愤怒，即使他们没有生气;男孩的不良行为被认为比白色男孩更具敌意。总之，这些结果一致表明，种族化的情绪相关的看法可能会进入课堂与兼职教师。的影响，以及在未来的研究中可能会解决的局限性，并扩展这些研究结果，以其他少数民族身份的人口进行了讨论。
Differential treatment of students by race is well documented, and potentially driven by implicit processes relating to racial prejudice. To better understand some of the pathways by which racial prejudice may be activated, we examined preservice teachers' racialized perceptions specific to emotion. Forty preservice teachers identified the emotions expressed in 20 Black and White male and female faces in order to assess racialized emotion accuracy and anger bias; participants also judged hostility in videos of 4 Black and White boys' misbehaviors with peers in school in order to assess racialized attributions. We conducted a series of multilevel models with assessments of Black and White faces (or boys) nested within preservice teachers. Results indicated that emotions in Black faces were less accurately recognized than emotions in White faces; Black faces were more likely to be seen as angry even when they were not, compared to White faces; and boys' misbehaviors were perceived as more hostile than those of White boys. Together, these results consistently suggest that racialized emotion-related perceptions may enter the classroom with preservice teachers. Implications, as well as limitations that may be resolved in future studies, and extensions of these findings to other minority status populations are discussed.