Citation

Kamboukos D, Ursache A, Cheng S, Rodriguez V, Gelb G, Barajas-Gonzalez RG, Dawson-McClure S, Brotman LM. Affect. Sci. 2022; 3(1): 62-68.

Copyright

(Copyright © 2022, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s42761-022-00105-w

PMID

36046093

PMCID

PMC9382994

Abstract

Emotion knowledge (EK) is a malleable set of skills that is central to social interactions and school success during early childhood. The current study describes an anti-racist approach to adapting an EK measure that assesses knowledge of facial expressions to be ecologically valid for young children of color attending pre-Kindergarten (pre-K) programs in a large urban school district. This approach involved (1) attending to race/ethnicity in selection of visual stimuli, (2) ensuring appropriate translation and language for administration, and (3) exploring the functioning of the measure within a racially, ethnically, and linguistically diverse group of children. A total of 235 children (67.4% Latinx, 14.1% non-Latinx Black, 7.1% non-Latinx White, 7.8% Asian, 3.6% another racial/ethnicity) were assessed in English (74%) or Spanish (26%) during the fall of pre-K (mean age = 4.4). Both English and Spanish versions appear to have similar reliability, although accuracy levels were lower when administered in Spanish. No differences in mean accuracy scores were found across racial/ethnic groups or for boys versus girls. This study contributes to the growing literature necessary to advance anti-racist research in affective science. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s42761-022-00105-w.

Language: en

Keywords

Race/ethnicity; Anti-racist approach; Emotion knowledge; Pre-Kindergarten