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Research-practice partnerships (RPPs) have grown rapidly in the last decade in the United States to challenge traditional notions of education research by emphasizing the importance of researchers and practitioners working together in a spirit of mutuality to develop research questions, collect data, implement interventions, and analyze and use findings. RPP scholarship in the United States has historically advocated for the need to pay more focused attention to issues of equity and justice. To address that need, this literature review examined how RPPs in the United States have addressed equity and justice in their work. Based on five dimensions of equity and justice that could be observed within the 149 examples of RPP work we reviewed, we identified 17 exemplar projects that explicitly and effectively forefront equity and justice in RPPs, what we call equity-focused. Implications suggest that researchers and practitioners who have initiated equity-orientated RPPs may reflect on the partnerships' existing strengths, specifically related to the five interconnected features that characterize equity-focused RPPs, to sustain and advance equity and justice through RPPs.

The aims of this mixed-methods study were (a) to explore quantitatively the fit of the COPE inventory (Coping Orientation to Problems Experienced) for Latinx youth from immigrant families, and (b) to explore qualitatively aspects of coping in this population. Participants were 175 Latinx adolescents (51% female), most of whom were U.S.-born with immigrant parents (88%) and primarily of Mexican origin (89%). The average age was 12.9 years for the quantitative study and 15.7 years for the qualitative study. Qualitative interviews engaged a subset (n = 14) of the full study. All participants lived in the southeastern United States and the research received institutional review board (IRB) approval. The confirmatory factor analysis of the COPE inventory was not a good fit for the sample. Thus, an exploration of alternative approaches to coping was undertaken (exploratory factor analysis [EFA] and qualitative interviews). A three-factor solution was selected as the best fit in the EFA; the researchers labeled the factors as "purposeful cognitive/behavioral engagement," "support seeking," and "separation/disengagement." In the qualitative interview data, five main themes were described (relational coping, positive thinking/self-talk, planning, separating/disengaging, and behavioral coping). The researchers suggest implications for reframing coping with Latinx participants or collectivist groups, emphasizing the central role of cultural values.

Parent–child conversations about race‐related issues serve a protective function for minoritized families and are needed to help children of color thrive in the United States (Hughes et al., Advances in Child Development and Behavior, 51, 2016 and 1). Despite the difficulties that parents experience in having such conversations to prepare youth to cope with discrimination (Priest et al., International Journal of Intercultural Relations, 43, 2014 and 139), parents are actively engaging in these courageous conversations with the aim of protecting their youth. In order to fully understand and support parents having these conversations, our study sought to identify conversation facilitators (i.e., strategies currently being implemented and viewed as successful and/or viewed as potentially helpful) to engage in preparation for bias and racial–ethnic discrimination conversations from the perspective of parents and youth. The current qualitative study draws upon focus group data collected from parents and youth from African American, Chinese American, Mexican American, and Indian American (South Asian) families (N = 138 individuals; 30 focus groups). Reflections were transcribed and coded by a racially and ethnically diverse research team using an inductive thematic analysis approach (Braun & Clarke, Qualitative Research in Psychology, 3, 2006 and 77). Shared and unique facilitators to engaging in preparation for bias and racial–ethnic discrimination conversations were identified across the four racial–ethnic groups. Shared facilitators broadly centered on parent–youth relationship quality, conversation characteristics, and quality, and conversation content and relevance. Unique facilitators broadly centered on communication style and needs and conversation content. Shared and unique facilitators warrant more attention to best support minoritized families. The use of findings in developing interventions to support marginalized parents, youth, and families is addressed. [ABSTRACT FROM AUTHOR]