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This descriptive, exploratory, sequential mixed-methods study investigated youths' articulations about racism via an open-ended survey question, and the extent to which these articulations differed based on youths' demographic characteristics. This study included 384 youth who identified as African American (n = 98), Latinx/o/Hispanic (n = 74), Asian/Pacific Islander (n = 52), Multiracial (n = 38), Native American (n = 20), and White (n = 100). Youth were between 14 and 18 years of age (M age = 16.66, SD = 1.28) and were primarily cisgender girls (51.3%) followed by cisgender boys (44.5%) and transgender (4.2%) youth. Thematic analysis was used to analyze youths' responses, finding that youth displayed an analysis of intrapersonal/interpersonal racism, structural racism, and color-evasive ideology. Cross-tabulation analysis revealed that youth from lower socioeconomic statues (SES) were more likely than higher SES youth to describe racism as an intrapersonal/interpersonal phenomenon, and girls and transgender youth were more likely than boys to express a structural analysis of racism. Study findings suggest that youths' beliefs about racism are multidimensional and primarily characterize racism as an intrapersonal/interpersonal phenomenon. Results may be used to inform the development of youth programs that aim to discuss racism in critical ways. [ABSTRACT FROM AUTHOR]

The current study examined whether youth perceptions of school racial messages that acknowledged the reality of racism (critical consciousness [CC] messages) or denied racism (color‐blind messages) predicted youth anti‐racism action through interpersonal and communal/political means. We further tested whether youths' critical reflection of perceived inequality and anger toward social injustice—psychological aspects of CC development—mediated relations between school messages and youth actions. These questions were explored using structural equation modeling with 372 racially/ethnically diverse adolescents (Mage = 17.00; standard deviation = 1.29; female = 51.0%). Results indicated that youth perceptions of CC messages predicted their involvement in both interpersonal and communal/political anti‐racism action. Youths' anger toward social injustice mediated links between school racial messages and anti‐racism action, albeit in unique ways. These findings underscore the power of schools in prompting youth anti‐racism action. Implications of the importance of partnerships between schools and youth community organizing groups to stimulate youth anti‐racism action were discussed. [ABSTRACT FROM AUTHOR]

In this article, we conceptualize youth-led antiracism research in developmental science. First, we discuss how Youth Participatory Action Research (YPAR) principles converge with critical race epistemological approaches to knowledge production. Second, we propose that youth-led antiracism research requires a commitment to multiple ways of knowing, countering paternalism, focusing on structural racism, and activist scholarship that advances racial equity. These commitments are necessary to challenge how White supremacy culture shapes social science research paradigms. We weave existing empirical evidence and theory on YPAR with counter-storytelling methodology to identify various participatory methods and creative strategies that exemplify these commitments and emerged from co-creating research projects with ethnically and racially diverse youth. We conclude with implications for developmental science and offer guiding questions that may help scholars reimagine research in partnership with youth in ways that advance racial justice. [ABSTRACT FROM AUTHOR]

This case study examined how the Michigan Youth Policy Fellows program—which aimed to create a space for a team of adolescents to engage in a collaborative photovoice project with peers from diverse backgrounds—empowered young people to critically analyze and interrupt racial segregation. The study describes how nine racially and socioeconomically diverse adolescent girls and boys (14–17 years old), from the inner city and suburbs of Detroit, collectively evaluated the cultural, economic, and racial markers of differences found along one of the region's thoroughfares, Woodward Avenue. The case study used multiple sources of data, collected over 8 years from 2006 to 2014, and a hybrid inductive-deductive analysis approach to examine the process of youth empowerment. The collaborative nature of the photovoice tour helped youth move from critical self-reflection of lived experiences to a collective understanding of segregation and inequality in the metropolitan region. The findings also suggest that engagement in a photovoice project fostered collective action through intergroup advocacy and supported youths' civic development. As a practical method, the case study demonstrates that photovoice is a useful tool for group empowerment with adolescents. [ABSTRACT FROM AUTHOR]

Post-1965 children of Latino immigrants in the United States have come of age during an era of mass incarceration and a colour-blind ideology. Drawing from in-depth interviews with inner city, male, young adult children of Latino immigrants in Los Angeles, we examine the extent to which they make sense of their criminalisation through a racial lens. We find the segregated urban context to be a place of paradox: one that marginalises and racialises children of immigrants, while helping to sustain a colour-blind ideology. Internal dynamics in urban neighbourhoods heightens the criminalisation of young men, but obscures their perceived racialisation. Most young men dismiss instances of discrimination, but a racial lens emerges as they step out of their neighbourhoods into white spaces and discover they are uniformly 'othered' in association to the criminalised inner city. Respondents more likely to traverse urban space were more likely to emerge in racial consciousness, whereas the most 'locked in place' and subject to criminalisation, normalise this process through a colour-blind lens. [ABSTRACT FROM AUTHOR]

The article illustrates the use of an intergroup dialogue approach in the Michigan Youth Policy Fellows (MYPF) youth empowerment program to engage differently situated young people in participatory action research. Topics include the use of pedagogical principle to help facilitate the understanding of Photovoice project participants about the differences across race and socioeconomic status, an outline of the curricular design used to organize group activities and a description of the program.

Abstract: Which form or forms of civic engagement have the most potential to involve young people in a socially-just diverse democracy? At a time when civic engagement will benefit from conceptual clarification, this paper addresses this question and some of the issues it raises. It analyzes four forms of youth civic engagement for a socially-just diverse democracy. It examines each one according to analytic categories, compares their similarities and differences, and raises questions for future work. It draws upon research in psychology, sociology, and other academic disciplines; and on intergroup relations, multicultural education, social work, and other professional fields. The expectation is that systematic analysis of these phenomena as a subject of study will contribute to the quality of their practice, and move discussion of civic engagement to the next level. [Copyright &y& Elsevier]

This case study of an intergroup dialogue program explores youth engagement and learning about race in a group setting and includes a youth-led participatory program evaluation. The case study offers insights on the learning experience and context of youth engagement in community-based intergroup dialogues. Themes include (1) discussing race, (2) learning skills to communicate across different races, (3) grappling with privilege and oppression, and (4) developing leadership. Implications for social work practice with groups for community changes are discussed. [ABSTRACT FROM PUBLISHER]

Empirical evidence shows that intergroup dialogue programs promote changes in ethnic-racial identity and racism awareness among college students. Expanding on this research, this study examines the effects of intergroup dialogues on adolescents’ racial consciousness. Self-reports of 147 adolescents (13–19 years old), of various racial and ethnic backgrounds were used. Repeated-measures ANOVAs, on pre- and post-tests examined changes in racial consciousness (ethnic-racial identity and racism awareness), controlling for parent education. Group differences (ethnic-racial groups, nativity) also were examined. As predicted, ethnic-racial identity and racism awareness increased after completing the program. Although there were statistically significant ethnic-racial group differences in ethnic-racial identity, no group differences in racism awareness were found. The findings demonstrate that intergroup dialogues can promote adolescents’ ethnic-racial consciousness. [ABSTRACT FROM PUBLISHER]

Health disparities are pervasive in the United States; but among Hispanics, access to health care is encumbered by poverty, lack of insurance, legal status, and racial or minority status. Research has identified certain aspects of Hispanic culture, values, and traditions contributing to the nature of the Hispanic patient-doctor relationship and the quality of the health care service. Current educational efforts by nonprofit organizations, government, health professionals, and pharmaceutical manufacturers fail to address the needs for accessible and appropriately culture-sensitive information when approaching the diverse Hispanic community. Understanding Hispanics' consumptive practices and expectations surrounding medications is critical to the success of many treatment regimens. Recommendations are presented to address this health care issue. [ABSTRACT FROM AUTHOR]

• This study reviewed forced family separation as the result of migration policies. • Forced family separation is linked to negative mental health outcomes for children. • Forced family separation is linked to adverse health among parents/caregivers. • There is racial and ethnic discrimination in punitive immigration policies. This paper aims to systematically look at the impacts of child separation from the primary caregiver as the result of migration policies from a racial and ethnic equity perspective. An online systematic search of Web of Science Core Collection, PsycINFO, PubMed, and Sociological Abstracts with keywords relevant to migration, family separation, and health outcomes was conducted in January 2022. The studies retrieved through the search were independently reviewed by two of the authors using the PRISMA checklist for scoping reviews and Covidence systematic review software. Based on the inclusion and exclusion criteria of the study, 14 papers were included in the scoping review. We found that none of the studies were centered on a racial and ethnic equity framework. The reviewed studies showed that forced separation was associated with negative mental health outcomes including anxiety, depression, emotional and behavioral problems, post-traumatic stress or post-traumatic stress disorder, sleep disturbance, and stress among children. Similar adverse health outcomes were reported among caregivers. These negative mental health outcomes can have long-term and even generational impacts on the well-being and health of the communities in the U.S. [ABSTRACT FROM AUTHOR]

- This review considers the relation between racial socialization and positive youth development in African American families. A central premise is that positive youth outcomes (competence, confidence, character, connection, and caring) are often directly supported through traditional racial socialization messages (such as cultural socialization, preparation for bias, self-worth, and egalitarianism). The review draws contrasts between the more prevalent risk and resilience models and positive youth development, and makes recommendations for future research directions. [ABSTRACT FROM AUTHOR]