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Juvenile probation can be a critical inflection point. As such, researchers, policymakers, and practitioners are interested in enhancing youths' success on probation, especially pertaining to reducing recidivism and promoting their success in education and employment. Informed by the risk–need–responsivity framework, the present study examined how theoretically derived familial/peer (e.g., social bonds, parental monitoring), societal/community (e.g., labeling theory), and individual-level (e.g., impulsivity, procedural justice) factors were associated with youths' expectations for success on probation as well as more general life course outcomes. Within samples of youth starting probation (N = 301) and 6 months into probation (N = 253), we combined cross-sectional data from the jurisdiction's risk/needs tool with a self-reported survey from youth. Youths' perceptions of parental monitoring and procedural justice were consistently associated with their self-expectations for completing probation. However, for more general life course success, only perceptions of parental monitoring promoted self-expectations. Implications for theory, policy, and practice are discussed. [ABSTRACT FROM AUTHOR]

With racial inequalities plaguing the U.S. school system, educators have recognized the importance of establishing inclusive, equitable, and diverse school environments where students from different ethnic-racial backgrounds can feel respected and supported. This study examined the longitudinal links between adolescents' experiences of school racial socialization, school climate perceptions, and academic performance and tested whether these links varied by race (n = 941; 54% boys; 63% Black, 37% White). Results revealed that adolescents' experience of school racial socialization practices (i.e., cultural socialization and promotion of cultural competence) predicted positive changes in their perceptions of school climate and, in turn, promoted better academic performance. School racial socialization was linked to positive school experiences and achievement for both Black and White adolescents. [ABSTRACT FROM AUTHOR]

Police stops often perpetuate racial disparities in academic outcomes, yet few studies have examined factors that mitigate these negative consequences. Using two longitudinal studies (Study 1: n = 483, M -age = 12.88, 53% males; Study 2: n = 131, M -age = 15.11, 34% males), this article tests whether parental and school cultural socialization reduced the negative associations between police stops and youth's school engagement. Results showed that youth with police encounters reported lower school engagement. Parental cultural socialization conferred protection in one study, while school cultural socialization was a protective factor in both studies. The implications of this work stand to benefit those working to reduce the negative links between policing and African American youth's school engagement. [ABSTRACT FROM AUTHOR]

Objectives: To explore the relationship between self-regulatory coping behaviors (SRCB) and hypothalamic pituitary adrenal (HPA) stress reactivity. Methods: Data came from the Richmond Stress and Sugar Study (n=125, median age: 57 years, 46% non-Hispanic White, 48% African American). The relationships between 11 SRCB ("health-harming" [e.g., smoking] and "health-promoting" [e.g., exercising]) with HPA stress reactivity, indicated by salivary cortisol response to the Trier Social Stress Test, was assessed using multi-level modeling. Results: Health-harming and health-promoting SRCB were positively correlated (+0.33, p <0.001). Several individual behaviors were related to HPA stress reactivity, for example, smoking and meditation were associated with shallower increases in cortisol (smoking: −13.0%, 95%CI: −20.9% to −4.3%; meditation: −14.0%, 95%CI: −22.0% to −5.1%). However, SRCB summary measures were unrelated to stress reactivity. Discussion: Health-harming and health-promoting SRCB are inter-related. Specific behaviors, rather than groupings as health-harming versus -promoting, are related to HPA stress reactivity. [ABSTRACT FROM AUTHOR]

The authors reflects on the research of Else-Quest and Hyde regarding the methodological approaches and directions for quantitative intersectionality research. They discusses topics including the intersectionality transform a discipline, the subgroups of people effects, and the suggestion of person-centered approaches.