Amy G Halberstadt
Biographic Data
| ID | 769554 |
|---|---|
| NAME | Amy G Halberstadt |
| GIVEN NAMES | Amy G |
| FAMILY NAME | Halberstadt |
| SIGNATURE | HALBERSTADT A G |
| AFFILIATIONS | North Carolina State University |
| ORCID | 0000-0003-0349-8011 |
| VERIFIED | Yes |
| TOTAL WORKS | 49 |
| TOTAL CITATIONS | 239 |
| AUTHOR COUNT | 49 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 9 |
White Italian Parents’ Ethnic‐Racial Socialization and Young Children's Prosocial Behavior Toward Outgroup Peers
White parents adopt various ethnic‐racial socialization (ERS) approaches that shape children's understanding of race and ethnicity, sometimes fostering awareness of ethnic‐racial inequalities and encouraging positive attitudes toward individuals from diverse backgrounds, and sometimes perpetuating a dominating perspective of whiteness as an invisible, natural privilege that is assumed while “othering” non‐White racial and ethnic groups. Whereas a…
Classroom discipline experiences and Black youth student–teacher relationships and classroom engagement
These findings highlight the distinct impact of discipline for defiance on Black students' school experiences, underscoring the need for educators to critically examine how disciplinary practices shape engagement and teacher-student relationships. (PsycInfo Database Record (c) 2026 APA, all rights reserved)
When you believe in change: Teachers’ growth mindsets of student intelligence and emotion and student–teacher relationships
A Race-Based Size Bias for Black Adolescent Boys: Size, Innocence, and Threat
We adopted an intersectional stereotyping lens to investigate whether race-based size bias—the tendency to judge Black men as larger than White men—extends to adolescents. Participants judged Black boys as taller than White boys, despite no real size differences (Studies 1A and 1B), and even when boys were matched in age (Study 1B). The size bias persisted when participants viewed computer-generated faces that varied only in apparent race (Study …
White Parents' Racial Socialization: Questionnaire Validation and Associations with Children's Friendships
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 evide…
Teachers' racialized anger: Implications for discipline disparities
Teachers’ awareness of systemic and individual racial bias as a first step towards anti-racist schools
The Racism and Inequity Beliefs Questionnaire: Construction and Initial Validation
Context Matters as Racialization Evolves: Exploring Bias in Preservice Teacher Responses to Children
This study explores preservice teacher attributions to children’s behaviors portrayed in specific emotion-laden school scenarios. Participants included 178 preservice teachers from three universities. The preservice teachers viewed video vignettes of Black and White child actors in six different school scenarios. Our team constructed two themes from the preservice teachers’ narratives about what they saw: (a) context matters (i.e., different scen…
Reducing racialized opportunity gaps through teachers' anti-racism social-emotional competency training and education
Racial bias in teachers' perceptions of Black and White students' academic abilities and classroom behavior perpetuates racialized opportunity gaps in access to education. Teachers have a particularly important role in reducing racialized opportunity gaps and can do so through transformative social-emotional learning (TSEL). We suggest that teachers' TSEL training should begin with racism consciousness embedded within their self-awareness and soc…
Emotions as Fixatives for Children’s Understandings About the World: The Role of Emotion in Socializing Race and Gender Attitudes
Parents’ emotions provide unintentional and intentional communications to their children, attaching themselves to the messages that children receive about the ways of the world. Both theory and research suggest that parents’ emotions impact children’s learning and activate children’s affective orientations to objects, concepts, and people. Applying these concepts to real-life problems, this chapter explores the role of emotions as a “fixative” in…
Chinese immigrant child and maternal reactions to disappointment: Cultural fit impacts the bidirectional associations
Culture provides a context in which emotion socialization is embedded, and the bidirectional effects between parents’ emotion socialization and children's emotional behaviors may work differently across cultures. To understand how emotion socialization may be shaped by the cultural context, we examined the moderating role of Asian cultural values in bidirectional associations between maternal emotion socialization practices and child anger and sa…
Educación monocultural en la enseñanza de las artes visuales en contextos de diversidad cultural en Chile
Introducción. El tema central del estudio es la incidencia que tiene la aplicación de un currículo monocultural en las concepciones de enseñanza de las artes visuales, y su impacto en los aprendizajes, la construcción de identidad cultural y el reconocimiento entre estudiantado mapuche y no mapuche. Objetivo. Develar las concepciones que tiene el profesorado en torno a la enseñanza de las artes visuales, su currículo y el contexto de diversidad c…
Adultification, anger bias, and adults’ different perceptions of Black and White children
Adultification, perceiving a child as older and more mature, and anger bias, perceiving anger where it does not exist, are two phenomena disproportionally imposed on Black children compared to White children. The current study assessed whether perceiving a Black child as older increases the odds of mistakenly perceiving anger. Participating were 152 parents who viewed video representations of 40 children in an emotion understanding paradigm. Blac…
And they all lived unhappily ever after: Positive and negative emotions in American and Russian picture books
The U.S. and Russian cultural contexts are thought to foster different models of emotion, with the former emphasizing positive emotions more and negative emotions less than the latter. Little is known about the ways in which parents transmit these models of emotions to children. Cultural products, such as popular storybooks, may serve to provide important tools of transmission. Two studies examined similarities and differences in the extent to wh…
PerCeived: Perceptions of children’s emotions in videos, evolving and dynamic task
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…
Racialized emotion recognition accuracy and anger bias of children’s faces
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 …
Raising grateful children one day at a time
The current study examined micro-developmental processes related to the socialization of children's gratitude. Specifically, we tested whether parents who engage in more frequent daily socialization practices targeting children's gratitude reported more frequent displays of gratitude by their children after controlling for potential confounds (i.e., parents' own gratitude, sensitive parenting, and children's socio-emotional functioning). The samp…
Mothers' interoceptive knowledge predicts children's emotion regulation and social skills in middle childhood
Interoception, often defined as the perception of internal physiological changes, is implicated in many adult social affective processes, but its effects remain understudied in the context of parental socialization of children's emotions. We hypothesized that what parents know about the interoceptive concomitants of emotions, or interoceptive knowledge (e.g., “my heart races when excited”), may be especially relevant in emotion socialization and …
Children’s prototypic facial expressions during emotion-eliciting conversations with their mothers
Despite theoretical claims that emotions are primarily communicated through prototypic facial expressions, empirical evidence is surprisingly scarce. This study aimed to (a) test whether children produced more components of a prototypic emotional facial expression during situations judged or self-reported to involve the corresponding emotion than situations involving other emotions (termed "intersituational specificity"), (b) test whether childre…
Grateful parents raising grateful children: Niche selection and the socialization of child gratitude
Given that children's exposure to gratitude-related activities may be one way that parents can socialize gratitude in their children, we examined whether parents' niche selection (i.e., tendency to choose perceived gratitude-inducing activities for their children) mediates the association between parents' reports of their own and their children's gratitude. Parent-child dyads ( N =101; children aged 6-9; 52% girls; 80% Caucasian; 85% mothers) par…
Changing tides: Mothers’ supportive emotion socialization relates negatively to third‐grade children's social adjustment in school
Parents' supportive reactions to children's negative emotions are thought to promote children's social adjustment. Research heretofore has implicitly assumed that such reactions are equally supportive of children's adjustment across ages. Recent findings challenge this assumption, suggesting that during middle childhood, socialization practices previously understood as supportive may in fact impede children's social adjustment. We explored this p…
Parents' beliefs about children's emotions, children's emotion understanding, and classroom adjustment in middle childhood
To explore how parental socialization of emotion may influence children's emotion understanding, which then guides children's interpretations of emotion‐related situations across contexts, we examined the pathways between socialization of emotion and children's adjustment in the classroom, with children's emotion understanding as an intervening variable. Specifically, children's emotion understanding was examined as a mediator of associations bet…
Parent emotion socialization and children's socioemotional adjustment: When is supportiveness no longer supportive
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 soci…
Parents’ understanding of gratitude in children: A thematic analysis
Masculinity and femininity in children: Development of the Children's Personal Attributes Questionnaire
Affective Social Competence
A theoretical model for affective social competence is described. Affective social competence (ASC) is comprised of three integrated and dynamic components: sending affective messages, receiving affective messages, and experiencing affect. Central and interconnected abilities within each component include awareness and identification of affect, working within a complex and constantly changing social context, and management and regulation. The dyn…
Family socialization of emotional expression and nonverbal communication styles and skills
Bilan de l'analyse des reponses de 64 etudiants a un questionnaire mesurant les styles familiaux d'expression emotionnelle, en vue d'etudier les effets de cette variable sur la propre expression emotionnelle des individus ainsi que sur leurs comportements et habiletes non verbales
Racialized emotion recognition accuracy and anger bias of children’s faces
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 …
Parent Gender Differences in Emotion Socialization Behaviors Vary by Ethnicity and Child Gender
Results highlight the contextualized nature of emotion socialization, and the need to consider ethnicity and child gender as influences on mothers' and fathers' gender-specific emotion socialization
Subordination” and Nonverbal Sensitivity: A Study and Synthesis of Findings Based on Trait Measures
A Meta-Analysis of Family Expressiveness and Children's Emotion Expressiveness and Understanding
We assessed associations between family styles of expressing emotion and children's expressive styles and skill in understanding emotion. We used a meta-analytic strategy for synthesizing the studies in these two areas, and we examined moderating variables of emotion valence, age group, and measurement diversity in the relationship between family expressiveness and outcomes in children. For emotional expressiveness, positive family expressiveness…
Parent emotion socialization and children's socioemotional adjustment: When is supportiveness no longer supportive
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 soci…
A Three‐factor Structure of Emotion Understanding in Third‐grade Children
Theoretical conceptualizations of emotion understanding generally imply a two-factor structure comprised of recognition of emotional expressions and understanding emotion-eliciting situations. We tested this structure in middle childhood and then explored the unique predictive value of various facets of emotion understanding in explaining children's socioemotional competence. Participants were 201 third-grade children and their mothers. Children …
Sex roles and nonverbal communication skills
Do expressive mothers have expressive children? The role of socialization in children's affect expression
The effects of maternal expressiveness and children's gender on children's nonverbal expressiveness were assessed in two settings. In the laboratory, 30 boys and 30 girls of kindergarten age were unobtrusively videotaped while talking about happy, sad, and fearful experiences and while experiencing three social situations designed to elicit happy, disappointed, and apprehensive feelings. Videotapes were rated for emotion expression, using global …
Who's getting the message? Children's nonverbal skill and their evaluation by teachers
White Parents' Racial Socialization: Questionnaire Validation and Associations with Children's Friendships
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 evide…
Parents' beliefs about children's emotions, children's emotion understanding, and classroom adjustment in middle childhood
To explore how parental socialization of emotion may influence children's emotion understanding, which then guides children's interpretations of emotion‐related situations across contexts, we examined the pathways between socialization of emotion and children's adjustment in the classroom, with children's emotion understanding as an intervening variable. Specifically, children's emotion understanding was examined as a mediator of associations bet…
Teachers’ awareness of systemic and individual racial bias as a first step towards anti-racist schools
Parents’ understanding of gratitude in children: A thematic analysis
Gender and gender role differences in smiling and communication consistency
Gender, nonverbal behavior, and perceived dominance: A test of the theory
Cette etude ne permet pas de verifier la theorie selon laquelle le comportement non-verbal varierait en fonction du genre et de la dominance des sujets (Henley et Goffman)
Anger in families: Individual and dyadic contributions
We addressed three questions about anger in the family, including the derivation of anger, the presence of anger contagion, and the degree to which family members share perceptions about anger in the family. Seventh-grade children, mothers, and fathers independently reported on the frequency and intensity of anger in six family relationships (child to mother, mother to child, child to father, father to child, mother to father, and father to mothe…
Children's Accounts of Sibling Jealousy and Their Implicit Theories about Relationships
In two studies, fifth‐ and sixth‐grade children's descriptive accounts of sibling jealousy were related to their implicit theories about relationships. Children's jealousy accounts were collected via structured interviews; their implicit theories were assessed by questionnaire. In both studies, children reported experiencing mild to moderate jealousy with diverted attention and favoritism as primary causes. In Study 1 (N = 63; M age = 11 years, 9…
Mothers’ Typical and Event‐Specific Positive Expressions Influence Children's Memory for Events
Mothers (N=67) taught their preschool children crafts while varying emotional expressions (delight, irritation). Mothers’ typical expressive styles were assessed by questionnaire. After three weeks, children's memory was assessed with a free‐recall interview followed by re‐enactment of craft‐making with an interviewer. Children of mothers high in positive expressiveness had more elaborate recall when mothers expressed delight rather than irritati…
Mothers’ Reports of Events Causing Anger Differ Across Family Relationships
Mother’s reports of anger causes within the family were analyzed in terms of the family relationships of the persons experiencing and eliciting anger and three independent components of the anger‐eliciting event—Type of Cause, Focus of Anger, and Temporal Specificity. Mothers’ reports suggest substantial differences (a) in anger causes across relationships, (b) depending on whether parents or children were experiencing or eliciting anger events, …
Reducing racialized opportunity gaps through teachers' anti-racism social-emotional competency training and education
Racial bias in teachers' perceptions of Black and White students' academic abilities and classroom behavior perpetuates racialized opportunity gaps in access to education. Teachers have a particularly important role in reducing racialized opportunity gaps and can do so through transformative social-emotional learning (TSEL). We suggest that teachers' TSEL training should begin with racism consciousness embedded within their self-awareness and soc…
Changing tides: Mothers’ supportive emotion socialization relates negatively to third‐grade children's social adjustment in school
Parents' supportive reactions to children's negative emotions are thought to promote children's social adjustment. Research heretofore has implicitly assumed that such reactions are equally supportive of children's adjustment across ages. Recent findings challenge this assumption, suggesting that during middle childhood, socialization practices previously understood as supportive may in fact impede children's social adjustment. We explored this p…
Subordination? and sensitivity to nonverbal cues: A study of married working women
Who's getting the message? Children's nonverbal skill and their evaluation by teachers
Masculinity and femininity in children: Development of the Children's Personal Attributes Questionnaire
Sex roles and nonverbal communication skills
Family socialization of emotional expression and nonverbal communication styles and skills
Bilan de l'analyse des reponses de 64 etudiants a un questionnaire mesurant les styles familiaux d'expression emotionnelle, en vue d'etudier les effets de cette variable sur la propre expression emotionnelle des individus ainsi que sur leurs comportements et habiletes non verbales
Gender, nonverbal behavior, and perceived dominance: A test of the theory
Cette etude ne permet pas de verifier la theorie selon laquelle le comportement non-verbal varierait en fonction du genre et de la dominance des sujets (Henley et Goffman)
Gender and gender role differences in smiling and communication consistency
Do expressive mothers have expressive children? The role of socialization in children's affect expression
The effects of maternal expressiveness and children's gender on children's nonverbal expressiveness were assessed in two settings. In the laboratory, 30 boys and 30 girls of kindergarten age were unobtrusively videotaped while talking about happy, sad, and fearful experiences and while experiencing three social situations designed to elicit happy, disappointed, and apprehensive feelings. Videotapes were rated for emotion expression, using global …
Subordination? and sensitivity to nonverbal cues: A study of married working women
Self-expressiveness within the family context: Psychometric support for a new measure.
The family appears to be an important setting for learning about emotions and how to express them within a social context. Because of the need for reliable and valid measures of emotional expressiveness in the family, the Self-Expressiveness in the Family Questionnaire (SEFQ) is introduced and evaluated in four studies with 499 mothers and 362 fathers. Factor analyses indicate highly consistent patterns of loadings for a two-factor solution acros…
Subordination” and Nonverbal Sensitivity: A Study and Synthesis of Findings Based on Trait Measures
Mothers’ Reports of Events Causing Anger Differ Across Family Relationships
Mother’s reports of anger causes within the family were analyzed in terms of the family relationships of the persons experiencing and eliciting anger and three independent components of the anger‐eliciting event—Type of Cause, Focus of Anger, and Temporal Specificity. Mothers’ reports suggest substantial differences (a) in anger causes across relationships, (b) depending on whether parents or children were experiencing or eliciting anger events, …
Gender and Emotion: A Rich Account of The Relationship
Affective Social Competence
A theoretical model for affective social competence is described. Affective social competence (ASC) is comprised of three integrated and dynamic components: sending affective messages, receiving affective messages, and experiencing affect. Central and interconnected abilities within each component include awareness and identification of affect, working within a complex and constantly changing social context, and management and regulation. The dyn…
Spinning the Pinwheel, Together: More Thoughts on Affective Social Competence
A Meta-Analysis of Family Expressiveness and Children's Emotion Expressiveness and Understanding
We assessed associations between family styles of expressing emotion and children's expressive styles and skill in understanding emotion. We used a meta-analytic strategy for synthesizing the studies in these two areas, and we examined moderating variables of emotion valence, age group, and measurement diversity in the relationship between family expressiveness and outcomes in children. For emotional expressiveness, positive family expressiveness…
Mothers’ Typical and Event‐Specific Positive Expressions Influence Children's Memory for Events
Mothers (N=67) taught their preschool children crafts while varying emotional expressions (delight, irritation). Mothers’ typical expressive styles were assessed by questionnaire. After three weeks, children's memory was assessed with a free‐recall interview followed by re‐enactment of craft‐making with an interviewer. Children of mothers high in positive expressiveness had more elaborate recall when mothers expressed delight rather than irritati…
Mother- and Father-Reported Reactions to Children’s Negative Emotions: Relations to Young Children’s Emotional Understanding and Friendship Quality
Mother- and father-reported reactions to children’s negative emotions were examined as correlates of emotional understanding (Study 1, N = 55, 5- to 6-year-olds) and friendship quality (Study 2, N = 49, 3- to 5-year-olds). Mothers’ and fathers’ supportive reactions together contributed to greater child–friend coordinated play during a sharing task. Further, when one parent reported low support, greater support by the other parent was related to b…
Children's Accounts of Sibling Jealousy and Their Implicit Theories about Relationships
In two studies, fifth‐ and sixth‐grade children's descriptive accounts of sibling jealousy were related to their implicit theories about relationships. Children's jealousy accounts were collected via structured interviews; their implicit theories were assessed by questionnaire. In both studies, children reported experiencing mild to moderate jealousy with diverted attention and favoritism as primary causes. In Study 1 (N = 63; M age = 11 years, 9…
Parent, family, and child characteristics: Associations with mother- and father-reported emotion socialization practices.
The present research examined parental beliefs about children's negative emotions, parent-reported marital conflict/ambivalence, and child negative emotionality and gender as predictors of mothers' and fathers' reported reactions to their kindergarten children's negative emotions and self-expressiveness in the family (N = 55, two-parent families). Models predicting parents' nonsupportive reactions and negative expressiveness were significant. For…
Early Emotional Development and Cultural Variability
Maternal emotion socialization differentially predicts third-grade children’s emotion regulation and lability
Numerous parental emotion socialization factors have been implicated as direct and indirect contributors to the development of children's emotional competence. To date, however, no study has combined parents' emotion-related beliefs, behaviors, and regulation strategies in one model to assess their cumulative-as well as unique-contributions to children's emotion regulation. We considered the 2 components that have recently been distinguished: emo…
Parent Gender Differences in Emotion Socialization Behaviors Vary by Ethnicity and Child Gender
Results highlight the contextualized nature of emotion socialization, and the need to consider ethnicity and child gender as influences on mothers' and fathers' gender-specific emotion socialization
A Three‐factor Structure of Emotion Understanding in Third‐grade Children
Theoretical conceptualizations of emotion understanding generally imply a two-factor structure comprised of recognition of emotional expressions and understanding emotion-eliciting situations. We tested this structure in middle childhood and then explored the unique predictive value of various facets of emotion understanding in explaining children's socioemotional competence. Participants were 201 third-grade children and their mothers. Children …
Anger in families: Individual and dyadic contributions
We addressed three questions about anger in the family, including the derivation of anger, the presence of anger contagion, and the degree to which family members share perceptions about anger in the family. Seventh-grade children, mothers, and fathers independently reported on the frequency and intensity of anger in six family relationships (child to mother, mother to child, child to father, father to child, mother to father, and father to mothe…
Parents' beliefs about children's emotions, children's emotion understanding, and classroom adjustment in middle childhood
To explore how parental socialization of emotion may influence children's emotion understanding, which then guides children's interpretations of emotion‐related situations across contexts, we examined the pathways between socialization of emotion and children's adjustment in the classroom, with children's emotion understanding as an intervening variable. Specifically, children's emotion understanding was examined as a mediator of associations bet…
Psychology (45 works) · Developmental psychology (41 works) · Social Psychology (36 works) · Social Psychology (32 works) · Early Childhood Education and Development (23 works) · Child and Adolescent Psychosocial and Emotional Development (19 works) · Socialization (16 works) · Sociology (12 works) · Anger (10 works) · Attachment and Relationship Dynamics (8 works)