Racialized Emotion Recognition Accuracy and Anger Bias of Children's Faces
Racialized Emotion Recognition Accuracy and Anger Bias of Children's Faces
复制标题
DOI：
10.1037/emo0000756
复制
发表时间：
2022-04-01
期刊：
影响因子：
4.2
通讯作者：
Neupert, Shevaun D.
中科院分区：
文献类型：
--
作者：
Halberstadt, Amy G.;Cooke, Alison N.;Neupert, Shevaun D.
研究表明，个人在判断他人情绪时存在种族偏见（Elfenbein & Ambady，2002），特别是在归因愤怒情绪时（Halberstadt. Castro, Chu, Lozada, & Sims，2018；Hugenberg & Bodenhausen. 2003）。系统性、平衡性的设计很少见，而且是由成年人观看成年人组成的。本研究将种族化情绪识别准确性和愤怒偏见的问题扩展到儿童世界。研究发现，成年人对黑人儿童和白人儿童表现出较低的情绪准确性和/或更大的愤怒偏见，这可能解释学校中一些巨大的种族纪律差异。为了测试是否存在针对儿童的种族化情绪识别准确性和愤怒偏见，我们要求 178 名未来教师完成一项情绪识别任务，该任务由 72 名儿童的面部表情组成，描绘了六种情绪，并按种族（黑人、白人）和性别（女性、男性）平均分配。我们还通过儿童种族内隐关联测试评估了隐性偏见，并通过问卷调查评估了外显偏见。多层次模型揭示了种族间性别互动的微妙种族化情绪识别准确性，但对黑人男孩和女孩都有明显的种族化愤怒偏见。黑人男孩和黑人女孩都比白人男孩和白人女孩更容易被错误地视为愤怒。较高水平的隐性或显性偏见并没有增加黑人儿童成为愤怒偏见受害者的可能性，而是降低了白人儿童被误解为愤怒的可能性。讨论了解决教师培训计划中以及儿童和家长中先前存在的偏见的影响。
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.