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COVID-19 changed the landscape of employment and financial security in the USA, contributing to multi-systemic disruptions in family life. Using dyadic, daily-diary parent–adolescent data from a nationwide American sample (18,415 daily assessments; 29 days: 4/8/2020–4/21/2020 and 5/18/2020–6/1/2020; N = 635 parent–adolescent dyads), this intensive longitudinal study investigated how COVID-19-related job loss and working-from-home (WFH) arrangements influenced parents' and children's daily affect indirectly through family functioning (i.e., parent–adolescent conflict, inter-adult conflict, and parental warmth) and whether these links varied by family socioeconomic status (SES). Parental employment status was linked to these family relational dynamics, which were then connected to parents' and adolescents' daily affect. Although SES did not moderate these links, low-income families were more likely to experience job loss, parent–adolescent conflict, and inter-adult conflict and less likely to WFH than higher-income families. As inter-relations within the family are a malleable point for intervention, clinicians working with families recovering from the fiscal impact of the COVID-19 pandemic are encouraged to use approaches that strengthen family relationships, especially between adolescents and their parents. Unemployment subsidies are discussed as a means to support families struggling with job loss, and organizations are urged to consider the benefits of WFH on employee health and work-life balance. [ABSTRACT FROM AUTHOR]

Family cultural values that emphasize support, loyalty, and obligation to the family are associated with lower psychopathology in Hispanic/Latino/a youth, but there is a need to understand the implications of family cultural values for youth development in racially/ethnically heterogeneous samples. This study examined phenotypic associations between parent- and youth-reported family cultural values in late childhood on youth internalizing and externalizing symptoms in early adolescence, and whether family cultural values moderated genetic and environmental influences on psychopathology symptoms. The sample comprised 10,335 children (Mage=12.89 years; 47.9% female; 20.3% Hispanic/Latino/a, 15.0% Black, 2.1% Asian, 10.5% other) and their parents from the Adolescent Brain Cognitive Development (ABCD) Study, and biometric models were conducted in the twin subsample (n = 1,042 twin pairs; 43.3% monozygotic). Parents and youth reported on their family cultural values using the Mexican American Cultural Values Scale at youth age 11–12, and parents reported on youth internalizing and externalizing symptoms using the Child Behavior Checklist at youth ages 11–12 and 12–13. Greater parent- and youth-reported family cultural values predicted fewer youth internalizing and externalizing symptoms. Biometric models indicated that higher parent-reported family cultural values increased the nonshared environmental influences on externalizing symptoms whereas youth-reported family cultural values decreased the nonshared environmental influences on internalizing symptoms. This study highlights the need for behavior genetic research to consider a diverse range of cultural contexts to better understand the etiology of youth psychopathology. [ABSTRACT FROM AUTHOR]

Racial disparities in school discipline may have collateral consequences on the larger non‐suspended student population. The present study leveraged two longitudinal datasets with 1201 non‐suspended adolescents (48% Black, 52% White; 55% females, 45% males; Mage: 12–13) enrolled in 84 classrooms in an urban mid‐Atlantic city of the United States during the 2016–2017 and 2017–2018 academic years. Classmates' minor infraction suspensions predicted greater next year's defiant infractions among non‐suspended Black adolescents, and this longitudinal relation was worse for Black youth enrolled in predominantly Black classrooms. For White youth, classmates' minor infraction suspensions predicted greater defiant infractions specifically when they were enrolled in predominantly non‐White classrooms. Racial inequities in school discipline may have repercussions that disadvantage all adolescents regardless of race. [ABSTRACT FROM AUTHOR]

Peers' negative police encounters may have collateral consequences and shape adolescents' relationship with authority figures, including those in the school context. Due to the expansion of law enforcement in schools (e.g., school resource officers) and nearby neighborhoods, schools include spaces where adolescents witness or learn about their peers' intrusive encounters (e.g., stop-and-frisks) with the police. When peers experience intrusive police encounters, adolescents may feel like their freedoms are infringed upon by law enforcement and subsequently view institutions, including schools, with distrust and cynicism. In turn, adolescents will likely engage in more defiant behaviors to reassert their freedoms and express their cynicism toward institutions. To test these hypotheses, the present study leveraged a large sample of adolescents (N = 2,061) enrolled in classrooms (N = 157) and examined whether classmates' police intrusion predicted adolescents' engagement in schoolbased defiant behaviors over time. Results suggest that classmates' intrusive police experiences in the fall term predicted higher levels of adolescents' engagement in defiant behaviors at the end of the school year, regardless of adolescents' own history of direct police intrusive encounters. Adolescents' institutional trust partially mediated the longitudinal association between classmates' intrusive police encounters and adolescents' defiant behaviors. Whereas past studies have largely focused on individual experiences of police encounters, the present study uses a developmental lens to understand how the effects of law enforcement-perpetuated intrusion on adolescent development may operate through peer interactions. Implications for legal system policies and practices are discussed. [ABSTRACT FROM AUTHOR]

Despite numerous efforts to attenuate the Black–White discipline gap in U.S. schools, Black students are still suspended for minor infractions at a disproportionately higher rate than their White peers. Using a racially diverse sample (n = 1,515; Mage = 12.7; 50% boys; 72% Black, 28% White), this 3-year longitudinal study examined whether student perceptions of school racial socialization practices (i.e., cultural socialization, promotion of cultural competence) were linked to a lower likelihood of receiving a suspension for a minor infraction through improved school climate perceptions and whether these links differed between Black and White students. Results showed that school racial socialization was associated with a lower likelihood of receiving a suspension for a minor infraction and improved school climate perceptions for all students. Moreover, students' perceptions of school climate mediated the link between school racial socialization and suspensions among both Black and White students. Considering these results, school racial socialization is a promising means for improving students' school climate perceptions, reducing inequitable disciplinary practices, and fostering school equity. Public Significance Statement: The study found that when students had opportunities to learn about their own and others' cultural backgrounds, they perceived a more positive school climate, which was in turn associated with a lower likelihood of experiencing a suspension for a minor infraction. As such, school racial socialization may be a promising way to support equitable school climates and just disciplinary responses. [ABSTRACT FROM AUTHOR]

Initiatives promoting diversity, equity, and inclusion in predominantly White contexts, including STEM fields, have primarily relied on approaches to increase the representation of minoritized individuals. However, an increase in the representation of minoritized individuals is only one step of the process, as the present study suggests that explicit beliefs about particular racial groups' abilities also matter. The present article examined whether classroom racial stereotype endorsement about science and math disadvantaged Black American adolescents relative to their White American peers. Across two longitudinal studies with 533 and 1,189 adolescents (N‐adolescents = 1722; N‐classrooms = 86; 45% Black American, 55% White American; 51% females; M‐age = 13–14), classroom pro‐White/anti‐Black stereotype endorsement in the fall term predicted better science and math achievement scores for White American adolescents and lower science and math achievement scores for Black American adolescents at the end of the academic year. Student‐ and teacher‐reported student engagement in science and math classrooms mediated the longitudinal relations between classroom pro‐White/anti‐Black stereotype endorsement and students' achievement scores. Results suggest that classrooms may be important conduits for communicating racial stereotypes that create racially hostile STEM learning environments. Research Highlights: Using a longitudinal sample of 1722 adolescents enrolled in 86 classrooms, the present study examined the consequences of classroom racial stereotype endorsement during adolescence.White American adolescents demonstrated favorable achievement scores in science and math when their classmates endorsed traditional, or pro‐White/anti‐Black, stereotypes.Black American adolescents showed worse achievement scores in science and math when their classmates endorsed pro‐White/anti‐Black stereotypes.Classroom engagement mediated the longitudinal relations between classroom pro‐White/anti‐Black stereotype endorsement and achievement scores for both Black and White American adolescents. [ABSTRACT FROM AUTHOR]

The present study sought to unravel the psychological processes through which mass incarceration, specifically paternal incarceration, is negatively affecting the next generation of children. Data came from 4,327 families from 20 cities who participated in a 10-year longitudinal study. Parents and children reported on children's rule-breaking behaviors and depressive symptoms when they were on average ages 5 (2003–2006), 9 (2007–2010), and 15 (2014–2017). Parental surveys and disposition information were combined to assess paternal incarceration at each age. Results showed that children who experienced paternal incarceration at age 5 also demonstrated more rule-breaking behaviors at age 15. Children's age-9 depressive symptoms partially mediated our finding, such that children who experienced paternal incarceration at age 5 also showed greater depressive symptoms at age 9, which in turn predicted greater rule-breaking behaviors at age 15. Paternal incarceration predicted future rule-breaking behaviors more strongly than did other forms of father loss. Because we found paternal incarceration during childhood is associated with worsened adjustment into adolescence, we discussed the need for developmentally appropriate practices in the criminal justice system. [ABSTRACT FROM AUTHOR]

Introduction: Definitions regarding defunding or abolishing the police are highly contested in the United States. Moreover, adolescents' definitions and how socialization processes shape their definitions are unclear. Methods: Within a national sample of 822 adolescents ages 13–17 (49.69% female; 63.22% White, 16.93% Black/African American, 11.01% Hispanic/Latinx) surveyed in July 2020, this study examined how youth define defunding versus abolishing the police, how much parents talk to youth about the police (i.e., "the Talk"), and whether relations emerged between defunding/abolishing the police and "the Talk." Results: Youth supported defunding more than abolishing (d = 0.57). Support for abolishing was higher for youth who frequently received "the Talk" (b = 0.25). Differences by race and gender were uncovered in how frequently youth received "the Talk." Conclusions: Police must recognize that coercion, fear, and biased policing breed discontent and promote families to engage in protective parenting strategies including engaging in "the Talk." [ABSTRACT FROM AUTHOR]

Negative interactions with the legal system can inform adolescents' relationships with schools. The present daily-diary study examined 13,545 daily survey assessments from 387 adolescents (Mage = 13-14; 40% male; 32% Black, 50% White, and 18% Other ethnic-racial minority) across 35 days to assess whether police stops predicted adolescents' school disengagement through their psychological distress as a mediator. Results showed that 9% of youth experienced at least one police stop, and 66 stops occurred in total over the 35-day study course. Youth stopped by the police reported greater next-day school disengagement, and youth's psychological distress mediated the link between police stops and school disengagement. Disengagement did not predict youth's next-day police stops. In addition, ethnic-racial minority youth reported more negative police encounters than did White youth, and the effect of a police stop on next-day psychological distress was more negative for Other ethnic-racial minority youth. Implications for reducing police intervention in adolescents' lives are discussed. [ABSTRACT FROM AUTHOR]

This brief report examines whether the effects of direct and vicarious police stops on adolescents' academic adjustment via their psychological and physical well‐being differ across ethnic–racial and gender groups. Using national and longitudinal survey data from Black, Latinx, and White adolescents (N = 3004; 49% girls), we found that the police stopped more Black boys and Black girls than their ethnic–racial peers. Vicarious stops were prevalent among all groups. The effects of police stops on adolescents' adjustment outcomes were more detrimental for adolescents of color and particularly Black boys relative to their White peers. Implications are discussed regarding how law enforcement shapes disparities that disadvantage particular adolescents at the intersections of their ethnicity–race and gender. [ABSTRACT FROM AUTHOR]

Objective: Ethnic/racial minority children in the United States are more likely to experience father loss to incarceration than White children, and limited research has examined the health implications of these ethnic/racial disparities. Telomere length is a biomarker of chronic stress that is predictive of adverse health outcomes. This study examined whether paternal incarceration predicted telomere length shortening among offspring from childhood to adolescence, whether maternal depression mediated the link, and whether ethnicity/race moderated results.Method: Research participants included 2,395 families in the Fragile Families and Child Wellbeing study, a national and longitudinal cohort study of primarily low-income families from 20 large cities in the United States. Key constructs were measured when children were on average ages 9 (2007-2010) and 15 (2014-2017).Results: Children who experienced paternal incarceration exhibited shorter telomere lengths between ages 9 and 15, and changes in maternal depression mediated this finding. Specifically, mothers who experienced a partner's incarceration were more likely to have depression between children's ages 9 and 15. In turn, increases in maternal depression between children's ages 9 and 15 predicted more accelerated telomere length shortening among children during this period. Paternal incarceration was more prevalent and frequent for ethnic/racial minority youth than for White youth.Conclusion: Paternal incarceration is associated with a biomarker of chronic stress among children in low-income families. Rates of paternal incarceration were more prevalent and frequent among Black American and multiethnic/multiracial families than among White Americans. As a result, the mass incarceration crisis of the criminal justice system is likely shaping intergenerational ethnic/racial health disparities. [ABSTRACT FROM AUTHOR]

African American adolescents are grossly overrepresented in rates of school suspensions for minor disciplinary infractions; however, the consequences associated with this disciplinary practice are unknown. African American adolescents who were suspended for minor infractions may perceive school rules and adults as unfair and illegitimate, and these poor perceptions toward school may compromise their social and interpersonal resources necessary for academic success. The present study investigates: (a) whether suspensions for minor infractions predict lower school grades longitudinally, and (b) whether poor school climate perceptions mediate the longitudinal link between suspensions for minor infractions and school grades. Based on 3 years of school records and social survey data from 2,381 adolescents (35% African American, 65% White), results illustrated that more African American adolescents were suspended for minor infractions than their White peers who committed similar infractions. In addition, African American adolescents suspended for minor infractions also had lower grades 1 and 2 years later. The longitudinal relation between suspensions for minor infractions and subsequent grades was partially mediated by African American adolescents’ school climate perceptions. Implications are discussed in relation to racial biases and developmentally appropriate, equitable disciplinary practices. Public Significance Statement: The present study shows that more African American youth are suspended for minor infractions than White youth. In addition, these suspensions predicted poor school grades and school climate perceptions for African American youth. These findings raise concerns about school adults’ discretion in using punitive school discipline policies and practices, as they may be contributing to academic disparities. [ABSTRACT FROM AUTHOR]

Proponents of exclusionary discipline claim that removing disruptive peers from the classroom benefits well-behaved students. Given educators' increasingly widespread use of suspensions in response to adolescents' minor behavioral infractions (e.g., dress code violations, backtalk), it is critical that we examine whether this theory translates into practice. Using two independent samples (Study 1: N = 1305 adolescents enrolled in 64 math classrooms; M age = 13.00 years, range = 10–16; 53% White, 41% Black, 6% Other race; 50% girls; 64% economically disadvantaged. Study 2: N = 563 adolescents enrolled in 40 science classrooms; M age = 12.83 years, range = 10–16; 55% White, 40% Black, 5% Other race; 51% girls; 62% economically disadvantaged), we adopted a two-study approach to examine the mediational role of classroom climate perceptions in the link between classroom-level suspension rates for minor infractions and adolescents' math and science achievement. Results indicated that high classroom-level rates of suspensions for minor infractions were associated with poor academic outcomes among suspended students as well as their non-suspended classmates. Students' classroom climate perceptions mediated the links between classroom suspension rates and non-suspended students' academic outcomes. Shifting away from strict and punitive disciplinary schedules may grant school-based adults the ability to create classroom climates more attuned to adolescents' developmental and learning needs. [ABSTRACT FROM AUTHOR]

Historic racial disparities in the United States have created an urgent need for evidence‐based strategies promoting African American students' academic performance via school‐based ethnic‐racial socialization and identity development. However, the temporal order among socialization, identity, and academic performance remains unclear in extant literature. This longitudinal study examined whether school cultural socialization predicted 961 African American adolescents' grade point averages through their ethnic‐racial identities (49.6% males; Mage = 13.60; 91.9% qualified for free lunch). Results revealed that youth who perceived more school cultural socialization had better grades 1 and 2 years later. In addition, identity commitment (but not exploration) fully mediated these relations. Implications for how educators can help adolescents of color succeed in schools are discussed. [ABSTRACT FROM AUTHOR]

Culturally relevant practices are valuable assets for ethnically-racially diverse schools, but few studies examine whether such practices promote students' engagement in school longitudinally and whether ethnicity-race moderates the effects of such practices on students' engagement. To address this gap, the present study examined whether schools that acknowledge and promote positive messages about youth's ethnicity-race (i.e., school cultural socialization practices) promoted multiple dimensions of students' school engagement and whether these links differed between African American and European American students. Data were collected in four waves during a two-year period from 403 fifth graders (55.1% males; 63% African American, 37% European American). The results revealed that African American youth who perceived more school cultural socialization reported greater behavioral and affective engagement (but not cognitive engagement) six months later. European Americans' perceived school cultural socialization was unrelated to their levels of engagement in later months. Across groups, neither type of engagement predicted subsequent school cultural socialization, supporting the direction of effects in the results. Implications are discussed regarding how educators can leverage cultural socialization to promote school engagement among African American youth. [ABSTRACT FROM AUTHOR]

The authors examined whether the longitudinal inter‐relations between ethnic‐racial discrimination and ethnic‐racial identity vary according to the perpetrator of discrimination. The authors used three waves of data from early adolescents (n = 387; ages 11–12 at Wave 1) to assess the strength and direction of relations between perceived discrimination from non‐school adults and peers vis‐à‐vis ethnic‐racial identity exploration, commitment, private regard, and public regard. Cross‐lagged autoregressive path analyses showed that more frequent discrimination, regardless of source, had reciprocal and significant longitudinal inter‐relations with exploration and public regard. Peer discrimination predicted lower commitment and private regard 1 year later, whereas non‐school adult discrimination did not. Implications are discussed in relation to the role of peers and ethnic‐racial identity processes. [ABSTRACT FROM AUTHOR]

Socially anxious youth are at an increased risk for academic underachievement, withdrawal from school, and negative peer relationships. Given that learning tasks in science classes rely heavily on peer collaboration and social skills, this study aimed to investigate the link between high-school adolescents' social anxiety and their science achievement while also determining whether and how peer social support and social engagement mediated the relation. Data was collected from 805 high-school students (48.7% female; 30.9% in 9th, 24.0% in 10th, 25.3% in 11th, 19.8% in 12th grade; 51.2% White, 29.8% Black, 11.4% Biracial, 7.6% Other). The results showed that socially anxious adolescents were more likely to report lower social engagement, which in turn predicted lower science performance. In addition, adolescents with social anxiety tended to experience less peer social support, which led to lower social engagement and subsequent lower science performance. These findings have important implications for guiding teaching practice and school-based interventions that support socially anxious adolescents in learning tasks. [ABSTRACT FROM AUTHOR]

Despite growing evidence that racial-ethnic discrimination has a critical impact on college students of color, there is a shortage of longitudinal studies investigating such discrimination across the course of students' college careers. The present study examined trajectories of professor- and peer-perpetrated ethnic-racial discrimination across the first three years in college and the correlations between these trajectories and academic, psychological, and physical adjustment outcomes during students' fourth year in a sample of 770 Black, 835 Asian American, and 742 Latino college students (total n = 2347; 60.1% female) at elite colleges and universities in the United States. Latent growth modeling revealed stability in reported peer discrimination over the first three years of college and an increase in reported discrimination from professors. Discrimination from peers and professors equally predicted unfavorable grades, a lower likelihood of on-time graduation, and less school satisfaction. Perceived discrimination from peers (but not from professors) during students' first year predicted higher rates of depressive symptoms and more health problems in their fourth year. Although initial levels and trajectories of discrimination varied as a function of students' ethnicity-race, the correlates between discrimination and adjustment outcomes did not vary between ethnic-racial groups. The present findings suggest that ethnic-racial discrimination is a complex, ecologically-based stressor that presents a constellation of challenges for students of color attending elite colleges and universities. [ABSTRACT FROM AUTHOR]

To investigate the relationship between sexual orientation and police contact—including police contact with intrusion (i.e., use of intrusive verbal or physical force) and police contact with harassment (i.e., actions making one feel inferior based on appearance, identity, or demographic background)—among a national sample in Canada. Logistic and multinomial logistic regression were used to assess the association between sexual orientation and experiences with police contact among a sample of 940 persons ages 16–30 across Canada. Compared to heterosexual participants, persons identifying as bisexual were significantly more likely to report having any police contact in the past 12 months (OR = 1.72, 95% CI = 1.09, 2.70). Bisexual (RRR = 3.45, 95% CI = 1. 83, 6.50) and queer, questioning, and other (RRR = 2.33, 95% CI = 1.15, 4.73) identifying participants were more likely to report having experienced police contact with harassment relative to no police contact, compared to heterosexual individuals. The current study provides the first analysis of the relationship between sexual minority identity and experiences with adverse police contact in Canada, revealing higher levels of police contact and police contact with harassment, especially among bisexual and queer, questioning, other individuals. Findings suggest that sexual minority persons in Canada experience potentially harmful police contact at elevated rates, which may have significant ramifications for health and traumatic stress responses. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, many families experienced financial and health stressors associated with parental employment. Using multi-informant and daily-diary data from a nationwide U.S. sample of parents and children (626 dyads; 18,780 daily assessments across 30 days: May 18, 2020–June 1, 2020, October 19, 2020–November 2, 2020; parents: Mage = 43, 15% male; children: Mage = 15, 42% male; 36% Black, 26% White, 14% multiracial, 12% Latinx, 11% Asian American, and 1% Native American), this intensive longitudinal study investigated (a) the mediating role of health stress and financial stress in the link between parental employment status and psychosocial adjustment among adolescents and their parents and (b) whether this link differed by families' socioeconomic status or receipt of government subsidies. Results indicated that families who experienced job loss tended to report higher levels of health stress and financial stress, which in turn was associated with heightened negative affect and poorer sleep quality for both parents and adolescents. When parents work from home (WFH), families tended to have lower levels of health stress and financial stress, which in turn weakened the positive links with negative affect and sleep quality. Lower- (vs. higher-) income families experienced weaker protective effects associated with WFH arrangements. Government subsidies were associated with lower stress and better psychosocial outcomes in families experiencing job loss. Public Significance Statement: During COVID-19, families experienced stressors associated with changes in parental employment. This study shows that flexible working schedules and government subsidies during periods of heightened family stress may serve as catalysts for family resilience, as they were associated with less impairment to family functioning. Clinicians should work closely with social workers to help increase patient literacy on available supports, especially for families whose circumstances are compounded by financial hardships. [ABSTRACT FROM AUTHOR]

Proactive policing, the strategic targeting of people or places to prevent crimes, is a well-studied tactic that is ubiquitous in modern law enforcement. A 2017 National Academies of Sciences report reviewed existing literature, entrenched in deterrence theory, and found evidence that proactive policing strategies can reduce crime. The existing literature, however, does not explore what the short and long-term effects of police contact are for young people who are subjected to high rates of contact with law enforcement as a result of proactive policing. Using four waves of longitudinal survey data from a sample of predominantly black and Latino boys in ninth and tenth grades, we find that adolescent boys who are stopped by police report more frequent engagement in delinquent behavior 6, 12, and 18 months later, independent of prior delinquency, a finding that is consistent with labeling and life course theories. We also find that psychological distress partially mediates this relationship, consistent with the often stated, but rarely measured, mechanism for adolescent criminality hypothesized by general strain theory. These findings advance the scientific understanding of crime and adolescent development while also raising policy questions about the efficacy of routine police stops of black and Latino youth. Police stops predict decrements in adolescents' psychological well-being and may unintentionally increase their engagement in criminal behavior. [ABSTRACT FROM AUTHOR]

Two approaches to conceptualizing ethnic-racial identity development dominate the literature within developmental psychology--1 focused on the process of ethnic-racial identity development, including exploration and commitment, and another focused on the evaluative components of identity, including private and public regard. In this study, we examined the interrelations among exploration, commitment, private regard, and public regard across three years in an ethnically diverse sample of Black. Dominican, Chinese, and White early adolescents. To examine the temporal precedence of multiple identity components, we used autoregressive latent trajectory analysis, which estimated time specific relationships, as well as covariation between latent factors. Findings indicated significant cross-time relationships among all identity components. For the most part, exploration predicted commitment, private regard, and public regard but not the reverse. Relationships between commitment and regard were reciprocal. Findings varied across ethnic-racial groups. We discuss the implications of our work for understanding identity processes. [ABSTRACT FROM AUTHOR]

To determine whether rates of online racial discrimination changed over the course of 2020 and their longitudinal effects on Black youths' mental health. This longitudinal study collected 18,454 daily assessments from a nationally representative sample of 602 Black and White adolescents in the United States (58% Black, 42% White; mean age = 15.09 years, SD = 1.56 years) across 58 days during the heightened racial tensions between March and November 2020. Black youths experienced increases in online racial discrimination, and these increases were not fully explained by time spent online or by general cybervictimization experiences. Online racial discrimination predicted poorer same-day and next-day mental health among Black youths but not among White youths. Black youths' mental health did not predict their online racial discrimination experiences. Online racial discrimination has implications for shaping mental health disparities that disadvantage Black youths relative to their White peers. Programs can be implemented to decrease online hate crimes, and health providers (eg, pediatricians, psychiatrists) should develop procedures that mitigate the negative mental health effects following online racial discrimination experiences. [ABSTRACT FROM AUTHOR]

The authors explored trajectories of perceived discrimination over a 6-year period (five assessments in 6th-11th grade) in relation to academic, behavioral, and psychological adjustment in 8th and 11th grades. They distinguished discrimination from adults versus peers in addition to overt versus covert discrimination from peers. The sample included 226 African American, White, Dominican, Puerto Rican, and Chinese adolescents (ages 11-12 at Time 1) recruited in sixth grade from six public schools in New York City. All forms of discrimination increased during middle school and decreased during high school. The frequency with which adolescents reported different sources and types of discrimination varied across ethnicity/race, but not gender. Initial levels and rates of change in discrimination predicted academic, behavioral, and psychological adjustment in 8th and 11th grades, albeit in complex ways. [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.

The procedural justice framework suggests that negative perceptions of the police are linked to crime-related behavior. General strain theory could illuminate a key mechanism; negative perceptions of the police might undermine the obligation to obey laws and rules through promoting strain and psychological distress. This study integrated these two theoretical perspectives to examine whether youths' fear of the police might undermine their felt obligation to obey authority institutions, including the law and school, through promoting psychological distress. Children (N = 342) ages 10–12 were sampled in November of 2020. Consistent with theoretical expectations, children's fear of the police was indirectly associated with their felt obligation to obey both the law and school rules through undermining their mental health. These findings have implications for policy, practice, and research; youths' fear of the police may undermine their mental health and may have downstream consequences on their felt obligation to obey not only the law, but also school rules. • This paper integrates general strain theory with the procedural justice framework. • Mental health mediates the association between children's fear of the police and obligation to obey the law and school rules. • Fear of the police may undermine children's mental health and their obligation to obey both the law and school rules. • This was a cross-sectional study and additional longitudinal research is necessary. [ABSTRACT FROM AUTHOR]

Online racial discrimination experiences often reflect attacks on the humanity and intelligence of members of specific racial groups (e.g., African Americans and Latinos). Such experiences may have detrimental effects on academic outcomes over time. Changes in reports of online racial discrimination and academic motivation were examined among a sample of 418 African American (n = 257) and Latino (n = 161) youth in Grades 6-12. Latent growth models with parallel processes revealed that adolescents reported increases in online racial discrimination over time yet relative stability in academic motivation. Elevated rates of online racial discrimination were related to decreases in adolescents' academic motivation. This was the case even after adjusting for teacher discrimination and baseline grade point average. In addition, high initial levels of academic motivation were related to increases in adolescents' reports of online racial discrimination. Findings highlight the importance of understanding racial discrimination in online contexts when examining how race-related experiences affect the academic adjustment of adolescents of color. [ABSTRACT FROM AUTHOR]

An editorial on policing of minority youth and the effect on their mental health is presented. The author discusses the mental health consequences of police stops on minority youth in Great Britain and the U.S., the disparities in such stops based on race, and the possible long-term impacts.

The intended purpose of exclusionary discipline is to improve the learning environment by removing disruptive students; however, emerging evidence has suggested that these practices may have the opposite effect. Exclusionary discipline--especially policies that use suspensions as punishment for minor, developmentally normative behavioral infractions--is a known threat to suspended students' academic achievement, but few have examined whether and how these suspensions may vicariously affect nonsuspended classmates' academic achievement. This article uses a two-study approach to examine the mechanisms linking suspensions for minor infractions and educational outcomes in science (N-student = 558; N-classroom = 41; Mage = 12.83; age range = 10-16; 40% Black, 55% White, 5% other race; 51% girls; 62% eligible for free/reduced-priced lunch) and math (N-student = 1,302; N-classroom = 64; Mage = 13.00; age range = 10-16; 41% Black, 53% White, 6% other race; 50% girls; 64% eligible for free/reduced-priced lunch) classrooms among both suspended and nonsuspended students. Results showed that students who received a suspension for a minor infraction were more likely to have poorer academic achievement in both studies. In classrooms where suspensions for minor infractions were used more frequently, students had lower academic achievement, with student engagement partially mediating this relation. These results add to a growing body of school discipline literature that advocates for replacing exclusionary discipline with more developmentally responsive policies and practices. [ABSTRACT FROM AUTHOR]

The question of whether schools should promote cultural pride and engage students in ethnic traditions is hotly contested. To contribute to this debate, this longitudinal study examined whether school cultural socialization predicted adolescents' engagement in school over time and whether this relation was mediated by school climate. Data were collected in four waves during a two-year period from 254 African American fifth-graders (53.9% males; M age = 10.95 at Wave 1) enrolled in three public middle schools. Results revealed that African American youth who reported more school cultural socialization also had greater school engagement over time. This longitudinal relation was fully mediated by youth's perceptions of school climate. Implications for how to promote African American youth's perceptions of schools as culturally sensitive and supportive environments are discussed. • School cultural socialization are school-based lessons about students' races. • Youth perceiving more cultural socialization reported greater engagement in school. • Positive school climate perceptions mediated the aforementioned link. • Implications include how to promote perceptions of schools as supportive contexts. [ABSTRACT FROM AUTHOR]

We strongly support efforts to generate, rigorously test, and falsify hypotheses derived from the Environmental Affordances (EA) Model of Health Disparities, as originated by the late Dr. James S. Jackson (1940–2020). Such efforts are critical to establishing robust, theoretically grounded scientific frameworks that explain the fundamental causes of racial disparities in health and wellbeing. Pamplin et al. (2021) fundamentally misrepresents the EA Model as a framework that (falsely) reifies the role of race as a determinant of health behaviors and health outcomes. Further, both their study design and analytic approach are inappropriate for testing predictions of this framework. We address these issues with the goal of recentering the scholarly conversation about how stress contributes to health, and disparities in health, over the life course. [ABSTRACT FROM AUTHOR]

Maintaining learning engagement throughout adolescence is critical for long‐term academic success. This research sought to understand the role of metacognition and motivation in predicting adolescents' engagement in math learning over time. In two longitudinal studies with 2,325 and 207 adolescents (ages 11–15), metacognitive skills, interest, and self‐control each uniquely predicted math engagement. Additionally, metacognitive skills worked with interest and self‐control interactively to shape engagement. In Study 1, metacognitive skills and interest were found to compensate for one another. This compensatory pattern further interacted with time in Study 2, indicating that the decline in engagement was forestalled among adolescents who had either high metacognitive skills or high interest. Both studies also uncovered an interaction between metacognitive skills and self‐control, though with slightly different interaction patterns. [ABSTRACT FROM AUTHOR]

This study investigated trajectories of individual and vicarious online racial discrimination (ORD) and their associations with psychological outcomes for African American and Latinx adolescents in 6th-12th grade (N = 522; Mgrade  = 9th) across three waves. Data were analyzed using growth mixture modeling to estimate trajectories for ORD and to determine the effects of each trajectory on Wave 3 depressive symptoms, anxiety, and self-esteem. Results showed four individual and three vicarious ORD trajectories, with the majority of participants starting out with low experiences and increasing over time. Older African American adolescents and people who spend more time online are at greatest risk for poor psychological functioning. [ABSTRACT FROM AUTHOR]

COVID-19 has presented threats to adolescents' psychosocial well-being, especially for those from economically disadvantaged backgrounds. This longitudinal study aimed to identify which social (i.e., family conflict, parental social support, peer social support), emotional (i.e., COVID-19 health-related stress), and physical (i.e., sleep quality, food security) factors influence adolescents' same- and next-day affect and misconduct and whether these factors functioned differently by adolescents' economic status. Daily-diary approaches were used to collect 12,033 assessments over 29 days from a nationwide sample of American adolescents (n =546; Mage = 15.0; 40% male; 43% Black, 37% White, 10% Latinx, 8% Asian American, and 3% Native American; 61% low-income) at the onset of the COVID-19 pandemic. Peer support, parent support, and sleep quality operated as promotive factors, whereas parent-child conflict and COVID-19 health-related stress operated as risk factors. Although these links were consistent for adolescents irrespective of economic status, low-income adolescents experienced more conflict with parents, more COVID-19 health-related stress, less peer support, and lower sleep quality than higher-income adolescents. Food insecurity was connected to decreased same- and next-day negative affect for low-income adolescents only. Low-income adolescents also displayed greater negative affect in response to increased daily health-related stress relative to higher-income adolescents. These results highlight the role of proximal processes in shaping adolescent adjustment and delineate key factors influencing youth psychosocial well-being in the context of COVID-19. By understanding adolescents' responses to stressors at the onset of the pandemic, practitioners and healthcare providers can make evidence-based decisions regarding clinical treatment and intervention planning for youth most at risk for developmental maladjustment. [ABSTRACT FROM AUTHOR]

Despite notable improvements in theory and methods that center the lived experiences of Black adolescents, White supremacy endures in developmental science. In this article, we focus on one methodological manifestation of White supremacy—sampling decisions that assume Black adolescents are a homogeneous group. We examine overlooked concerns about within‐group designs with Black adolescents, such as the erasure of some African diasporic communities in the United States. We first describe the homogeneity assumption and join other scholars in advocating for within‐group designs. We next describe challenges with current approaches to within‐group designs. We then provide recommendations for antiracist research that makes informed within‐group design sampling decisions. We conclude by describing the implications of these strategies for researchers and developmental science. [ABSTRACT FROM AUTHOR]

Racially disparate school disciplinary practices create inequitable circumstances for minority and immigrant youth around the world. In the U.S., Black youth are more likely than their White peers to be suspended for minor, non-violent infractions. This study explores (a) whether school cultural socialization practices reported by Black students (N = 544; M age (SD) = 12.45 (1.57); 49% boys) and teachers (N = 38; 84% female) were linked to a reduced likelihood of receiving suspensions for minor infractions and (b) the extent to which Black students' perceptions of school climate mediated this relation. Results indicated that school cultural socialization was linked to a decreased likelihood of being suspended for a minor infraction and improved school climate perceptions for Black students. Black students' perception of school climate mediated the link between school cultural socialization and suspensions for minor infractions. These results highlight school cultural socialization as a promising approach for increasing cultural responsivity and equity within schools, reducing racial bias, and expunging unjust disciplinary responses. • Concerns about schools' racial diversity climate are widespread. • Black youth are more likely than their White peers to be suspended. • School cultural socialization was linked to a lower likelihood of being suspended. • School climate mediated the link between cultural socialization and suspensions. • Educators can reduce disciplinary inequities by implementing cultural socialization. [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 present study investigates associations between cumulative police exposures, police violence stress, and depressive symptoms among Black youth, and whether LGBQ (lesbian, gay, bisexual, and queer) identities moderate these associations. Data come from the Survey of Police-Adolescent Contact Experiences (SPACE), a cross-sectional survey of a community-based sample of Black youth ages 12–21 in Baltimore City, Maryland (n = 345), administered from August 2022 to July 2023. We used multivariable ordinary least squares regression to estimate direct associations and product-term analysis to test for effect modification by sexual identities. We also calculate covariate-adjusted predicted depressive symptoms scores by cumulative police exposures and police violence stress across sexual identities. Findings indicate that LGBQ youth collectively reported higher levels of police violence stress than heterosexual youth. Still, LGBQ youth varied in their cumulative police exposures, which were significantly higher among bisexual and queer youth than lesbian or gay youth. Associations between cumulative police exposures, police violence stress, and depressive symptoms were significantly moderated by LGBQ identity, with the largest associations emerging for bisexual and queer youth. Police exposures and police violence stress also compounded to worsen depressive symptoms among the subsample of LGBQ youth. Collectively, our findings suggest that LGBQ youth–especially bisexual and queer youth–may be particularly vulnerable to the mental health harms of cumulative police exposures and police violence stress. Intersectional, public health approaches that combine prevention and treatment strategies are needed to mitigate LGBQ mental health inequities stemming from cumulative police exposures and police violence stress. [ABSTRACT FROM AUTHOR]

Objective: The goal of this study is to analyze the voice in patients with thyroid pathology through two objective indexes with great diagnostic accuracy. Overall vocal quality was evaluated with the Acoustic Voice Quality Index (AVQI v.03.01) and the breathy voice with the Acoustic Breathiness Index (ABI). Design: Observational case‐control study. Setting: Hospital Universitario Nuestra Señora de Candelaria. Participants: Fifty‐eight subjects, 29 controls and 29 thyroidectomy candidates. Main outcome measures: All participants with thyroid pathology completed the Spanish version of Voice Handicap Index‐10. Also, patient complaints relating to possible laryngeal dysfunction were assessed through closed questions. A sustained vowel and three phonetically balanced sentences were recorded for each subject (118 samples). AVQI v.03.01 and ABI were assessed using the Praat program. Two raters perceptually evaluated each voice sample by using the Grade parameter of GRABS scale. Results: Acoustic analysis shows that 55.17% of subjects present values above the pathological threshold of the AVQI, and 58.62% above that of the ABI. Results of the Student's test comparisons of the AVQI and ABI values between the control group and the thyroid group show significantly higher values of AVQI (t[56] = −3.85, p <.001) and ABI (t[54.39] = −4.82, p <.001) in thyroidectomy candidates. Conclusion: A mild decrease in vocal quality is part of the symptomatology presented by thyroidectomy candidates. [ABSTRACT FROM AUTHOR]

This article used self‐regulated learning as a theoretical lens to examine the individual and interactive associations between a growth mindset and metacognition on math engagement for adolescent students from socioeconomically disadvantaged schools. Across three longitudinal studies with 207, 897, and 2,325 11‐ to 15‐year‐old adolescents, students' beliefs that intelligence is malleable and capable of growth over time only predicted higher math engagement among students possessing the metacognitive skills to reflect upon and be aware of their learning progress. The results suggest that metacognitive skills may be necessary for students to realize their growth mindset. Thus, growth mindsets and metacognitive skills should be promoted together to capitalize on the mutually reinforcing effects of each, especially among students in socioeconomically disadvantaged schools. [ABSTRACT FROM AUTHOR]