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This systematic review of the literature examined the extent and nature of white parent's ethic-racial socialization (ERS) of white children, the factors associated with white parents' ERS, and the child outcomes of white parents' ERS. It followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The review included 43 English-language works published between January 2000 and June 2021 and referenced in PsycINFO, PubMed, Web of Science, or Sociological Abstracts. It showed that white parents are engaged in ERS, employing many of the same strategies identified in research with parents of color as well as strategies identified as specific to white families. The review revealed child and parent factors related to ERS and child outcomes of ERS, including racial attitudes. In contrast with parents of color's ERS, white parents' ERS tends to teach strategies of advantage, preparing children to maintain their privilege. We offer recommendations for practice and future research.

Abstract: This study systematically reviewed the literature on ethnic‐racial socialization (ERS) in mono‐racial Asian American and Pacific Islander (AAPI) families in the United States. Following the PRISMA guidelines, we examined what is known about (1) ERS strategies used, (2) child and parent factors related to ERS, and (3) the relation of ERS to child outcomes in mono‐racial AAPI families. We included peer‐reviewed, original studies published between January 2002 and August 2023, abstracted in Sociological Abstracts, PubMed, and/or PsychINFO, and focused on ERS in AAPI families. Fifty‐eight studies met the inclusion criteria. The reviewed studies show that mono‐racial AAPI families engage in ERS, but parents' messages tend to focus on positive aspects of ethnicity‐race (e.g., ethnic pride) and avoid negative aspects (e.g., discrimination). However, due to the COVID‐19 pandemic and Black Lives Matter, parents are increasingly willing to address the negative aspects of ethnicity‐race, including racism and anti‐racism, to prepare their children for a racialized society. ERS is related to AAPI child identity, psycho‐social outcomes, ethnic‐racial attitudes and experiences, and other outcomes but in a variety of contingent ways. We identify gaps in the literature and recommend future research on ERS in AAPI families.

We articulate an intergenerational model of positive psychosocial development that centers storytelling in an ecological framework and is motivated by an orientation toward social justice. We bring together diverse literature (e.g., racial-ethnic socialization, family storytelling, narrative psychology) to argue that the intergenerational transmission of stories about one's group is equally important for elders and youth, and especially important for groups who are marginalized, because stories provide a developmental resource for resistance and resilience in the face of injustice. We describe how storytelling activities can support positive psychosocial development in culturally dynamic contexts and illustrate our model with a case study involving LGBTQ+ communities, arguing that intergenerational storytelling is uniquely important for this group given issues of access to stories. We argue that harnessing the power of intergenerational storytelling could provide a culturally safe and sustaining practice for fostering psychosocial development among LGBTQ+ people and other equity-seeking populations. Understanding one's identity as part of a group with shared history and culture that has existed through time is important for positive psychological functioning. This is especially true for marginalized communities for whom identity-relevant knowledge is often erased, silenced, or distorted in mainstream public discourses (e.g., school curricula, news media, television, and film). To compensate for these limitations around access, one channel for the transmission of this knowledge is through oral storytelling between generations of elders and youth. Contemporary psychological science has often assumed that such storytelling occurs within families, but when families cannot or would not share such knowledge, youth suffer. We present a model of intergenerational storytelling that expands our ideas around who counts as "family" and how knowledge can be transmitted through alternative channels, using LGBTQ+ communities as a case example. [ABSTRACT FROM AUTHOR]

Limited literature has examined parents' unsolicited trait, mental state, and coping talk about media characters by race as they co‐view with their children. We observed 195 US parents describing an illustrated depiction of racialized social exclusion for their child (53% male; Mage = 5.46 years; 60% White) in their home setting. Families discussed a Black child being excluded by White children or a White child being excluded by Black children. Parents' victim, emotion, personality, and coping talk about the excluded child were coded. Parents were more likely to use victim talk (e.g., "she's being excluded") and emotion talk (e.g., "she's sad") when the excluded child was Black and were more likely to use personality talk (e.g., "she's shy") when the excluded child was White. We further explored parents' demographic, personal, and neighborhood correlates with their trait, mental state, and coping talk. White parents with greater levels of egalitarian attitudes used more victim talk and coping talk (e.g., "she should go play with them") about the White excluded child. Being more politically conservative was associated with White parents using more coping talk about the Black excluded child. White parents living in predominantly Black neighborhoods were less likely to use victim talk toward the Black child. BIPOC parents showed more nuanced patterns. These findings suggest that parents' unsolicited racial messaging varies by racial identification, sociodemographic characteristics, and neighborhood context. [ABSTRACT FROM AUTHOR]

Compared to studies of ethnic identity development in adolescence, fewer investigations have examined the development of ethnic identity during middle childhood, a developmental period of dynamic social and cognitive changes that have direct implications for social identity and group membership. Moreover, research on the developmental processes of Asian American youth has also primarily utilized cross‐group comparisons, while neglecting consideration of variations in acculturation, socioeconomic status, and other sociodemographic characteristics within Asian American ethnic groups. Using a socioeconomically‐ and acculturatively‐diverse sample of Chinese immigrant families in the United States (N = 169; 49.1% girls; M = 9.16 years; SD = 1.05), the present study examined how parents' ERS practices varied by parents' socioeconomic status, education, and cultural orientations, then tested associations between parents' ERS and children's self‐reported ethnic centrality and ethnic regard. More highly‐educated Chinese American immigrant parents reported more frequent cultural socialization and more acculturated parents reported more preparation of their children for racial and ethnic bias. Consistent with hypotheses, parents' cultural socialization was positively associated with children's self‐reported ethnic centrality and positive regard. Results highlight the roles of social status and acculturation in Chinese immigrant parents' ERS, and point to middle childhood as a key developmental window for ethnic identity socialization and development in immigrant families. [ABSTRACT FROM AUTHOR]

Objective Background Method Results Conclusion Implications To examine the racial socialization practices of White fathers with their biological Black and White biracial sons.Socializing children of color to live in a society where they may experience discrimination is an essential part of parenting. This may be challenging for White fathers with Black biracial sons because of their different lived experiences, which can be harmful to their sons.A phenomenological approach was used to conduct 10 in‐depth, semistructured interviews with a sample of White fathers with biological Black biracial sons. Thematic analysis was used to analyze the data.Four racial socialization practices were identified: (a) talking to son about his racial/cultural heritages, (b) exposing son to his racial/cultural heritages, (c) exposing son to environments that are diverse, and (d) talking to son about discrimination.Family professionals can work with White fathers to help them overcome any challenges they may encounter to socialize their Black biracial sons to navigate society as a man of color.Family practitioners and school personnel can promote and encourage the attendance of parenting programs that focus on discussing discrimination with children and strategies parents can use to develop a healthy multiracial identity in children. Religious leaders can encourage diversity with International Day celebrations and facilitate discussions with congregants about racial inequality. [ABSTRACT FROM AUTHOR]

Short‐term longitudinal data were used to examine how racial discrimination, cultural socialization (CS), and preparation for bias (PB) related to Black and Latinx young adults' public and private regard. Black (n = 90) and Latinx (n = 54) young adults (Mage = 20 years) were assessed at two time points, 6 weeks apart. Racial discrimination predicted lower levels of public regard 6 week later; whereas PB predicted greater levels of private regard. CS moderated the relations between racial discrimination and private regard suggesting that at low levels of CS, discrimination related to lower private regard 6 weeks later. Findings demonstrate the short‐term effects of racial discrimination and suggest that ethnic–racial socialization is a salient cultural resource for young adults. [ABSTRACT FROM AUTHOR]

This is a conceptual paper that explores critiquing picturebooks set in Africa. The paper is grounded in BlackCrit (Black Critical Theory) and Racial and Ethnic Socialization (RES). Using pragmatism as a method, we offer a detailed analysis of 3 carefully selected books, on the broad basis of authenticity, accuracy, and respectfulness. A deeper dive into the books looks for hidden messages that dehumanize, oversimplify, exotify, and generally present Africa from a Eurocentric lens. The critique goes beyond the books by looking at how they are shared on YouTube and other forums that offer pedagogical ideas for sharing the books with children. Overall, from the critique we find that books authored by cultural insiders are favorable while the reverse is, in most cases, true with authors who are cultural outsiders. The paper emphasizes the power of accurate, authentic, and respectful pro-Blackness representations as beneficial for all children in developing positive behaviors, attitudes and agency toward pro-Blackness and antiracist rhetoric. We also found that there is an urgent need for more pro-Black books on our educational shelves. [ABSTRACT FROM AUTHOR]

The existing literature on the importance of maternal responsiveness and the growing body of literature supporting early ethnic-racial cultural socialization highlight the need for an observational measure of how they co-occur during mother–child interactions. This study presents the development and initial validation of the Culturally Affirming and Responsive Experiences (CARE) measure, an observational measure of the presence and quality of responsiveness and ethnic-racial cultural socialization within early mother–child interactions. Pilot study results with 103 racially and ethnically diverse mother–child dyads demonstrated initial reliability and validity of the CARE measure. Implications of applying the CARE measure to early mother–child interactions to assess quality of responsiveness and ethnic-racial cultural socializations are discussed. [ABSTRACT FROM AUTHOR]

This study investigated the moderating role of family factors on victimization experiences and internalizing and academic outcomes. Data (collected 2017–2019) on 471 Black urban ninth graders (51% male; Mage = 14 years) with elevated externalizing symptoms were analyzed and we explored how the interaction between (self‐reported) racial socialization, parent relations, and (teacher‐reported) family academic involvement and (self‐reported) violence exposure, racial discrimination, and (teacher‐reported) bullying potentially influenced (student‐ and teacher‐reported) anxiety and depression, and (student‐reported) academic engagement and negative school attitudes. High racial socialization and parent relations were associated with lower internalizing symptoms for youth with discrimination and heard violence, respectively. High academic involvement and parent relations were linked with higher internalizing symptoms for youth with discrimination and high parent relations were linked with higher anxiety for bullied youth. Racial socialization and parent relations may help offset the potential influence of discrimination and heard violence, respectively, for adolescents. [ABSTRACT FROM AUTHOR]

Objective: Black American adolescents are beleaguered with the most frequent and severe experiences of racial discrimination (RD) among their peers. To protect Black adolescents' mental health and developmental outcomes from the pernicious impact of discrimination, parents and other proximal adults and peers often utilize racial socialization (RS), or communications and behaviors emphasizing the importance of race and the harms of racism. While several recent RS reviews have been conducted across ethnicity, a modern review investigating RS practices related to and predictive of Black adolescent psychosocial outcomes is needed. Method: To ground our critical systematic review of 45 articles, we first highlighted the ways RD impacts the lives of Black adolescents. Then, drawing from integrative models for Black youth development, we synthesized recent psychological, academic, and sociocultural literatures to describe the role of RS in Black adolescents' wellness. Results: The impact of various tenets of RS was seen most clearly as a protective factor against RD with respect to adolescents' mental health (e.g. depression), academic achievement (e.g. GPA), and sociocultural identity (e.g. public and private racial regard) development. Cultural socialization, a strategy related to extolling pride for one's race, was the most consistent RS protective factor, with novel RS constructs (e.g. parental competency) emerging as a method to buffer youth internalizing and externalizing problems. Conclusions: Recommendations are made for future research on understudied components of RS and multiple methods and reporters to capture a more holistic depiction of RS practices. We emphasize preventative and intervening approaches to reduce the impetus for RS and its impact, including burgeoning clinical and community-level programs and the importance for provider training to yield positive mental health outcomes for Black adolescents. [ABSTRACT FROM AUTHOR]

Research suggests that BIPOC (Black, Indigenous, People of Color) adolescents have the best developmental outcomes when strong, positive ethnic‐racial identity (ERI) is acknowledged and embraced. This study investigated whether discrimination, internalizing symptomology, parent socialization, and/or interactions of these variables were associated with adolescent ERI, specifically in exploration, resolution, and affirmation, to illuminate nuanced ways BIPOC youth can achieve positive ERI. Recruited from third‐party research panels, surveyed participants were adolescents (Mage = 15.28; 51.6% male) of diverse ethnic/racial groups and socioeconomic backgrounds from all regions of the United States. Overall, results showed that there were four significant main effects on ERI: a negative relation between internalizing symptomology and exploration, a positive relation between parent socialization and exploration, a positive relation between parent socialization and resolution, and a negative relation between internalizing symptomology and affirmation. There were also two significant interactive effects such that (1) discrimination had a stronger negative relation with affirmation under condition of high internalizing, and (2) parent socialization had a stronger positive relation with affirmation under condition of high internalizing. Results show development of ERI in adolescence is subject to multiple, interactive influences. Main and interactive effects highlight the contextual role that mental health implicates for youth of color. Implications for parents and practitioners are discussed. [ABSTRACT FROM AUTHOR]

Developmental and parenting frameworks suggest that factors at the individual‐level and multiple levels of adolescents' contexts are important determinants of how African American parents prepare their children to live in a racially stratified society. Using a person‐centered approach, this study explored heterogeneity in profiles of African American parent–adolescent relationships (PARs) using indicators of parent‐reported ethnic‐racial socialization (cultural socialization, preparation for bias), general parenting practices (autonomy support, monitoring, behavioral control), and relationship quality (warmth, communication, conflict). We also examined how adolescents' characteristics, parents' personal and psychological resources, and contextual sources of stress and support contributed to profile membership. Data were from the Maryland Adolescent Development in Context Study (1991–2000) and consisted of 589 African American caregiver–adolescent dyads (caregivers: 89% female; 57.2% married; adolescents: 50.7% female; Mage = 17, SD = 0.64, range = 15–19 years old). Latent profile analysis revealed four profiles: (a) No‐Nonsense High Socializers, (b) Indulgent Average Socializers, (c) Unengaged Silent Socializers, and (d) Authoritative Cultural Socializers. Adolescent characteristics (gender, depression, and problem behavior), parents' personal and psychological resources (parenting self‐efficacy, centrality, private regard, and depression), and contextual sources of stress and support (stress: economic hardship, family stress, neighborhood disadvantage and support: marital status, family cohesion, family organization) were correlated with profile membership. Findings suggest that variability in African American PARs is shaped by an extensive set of individual and contextual factors related to adolescents and the family and neighborhood context. These findings have important implications for future research and how to target multiple potential levers for change in African American parenting practice. [ABSTRACT FROM AUTHOR]

Although research on ethnic–racial socialization is well established, limited studies have examined the influence of specific, highly publicized anti‐Black murders. We assessed Black mothers' (N = 12, mean age = 37.45) concerns and ethnic–racial socialization with adolescents aged 11–18 years old approximately 1 year following the murders of George Floyd and other unarmed Black people. Researchers generated the following themes using reflexive thematic analysis: protecting adolescents from physical harm; protecting adolescents from psychological harm; parents' emotional distress; and parents' lack of confidence in their ethnic–racial socialization practices. Black mothers exhibit exceptional amounts of strength and courage as they navigate pervasive physical and psychological threats to their adolescents while experiencing worry and low confidence in their ability to socialize their adolescents about anti‐Black racism. [ABSTRACT FROM AUTHOR]

Ethnic-racial socialization refers to the implicit and explicit ways individuals learn about race and ethnicity from family, media, community, and peers (Hughes et al., 2016). Ethnic-racial socialization is a central part of familial conversations for Black, Indigenous, and families of color. This research uses ego-centered network analysis to explore the different patterns and meaning-making in families when discussing issues of race and ethnicity. Overall, four family map types emerged from the data: expansive, concentrated, condensed, and balanced. In addition, participants described different themes according to their map type, overall demonstrating the multitude of ways ethnic-racial socialization manifests in families. [ABSTRACT FROM AUTHOR]

The Journal of Family Theory & Review has introduced a new genre of submissions called Emerging Voices, which aims to amplify the perspectives of students and new professionals in the field of family science. This genre features brief theoretical commentaries from emerging scholars on current topics and ideas that they would like to bring to the discipline. The journal has published several Emerging Voices manuscripts that offer innovative approaches to family theorizing and interdisciplinary bridging. The September 2024 issue features articles on topics such as racial disparities in family science research, LGBTQ+ youth support, gender-affirming pediatric care, children's emotional labor, Black motherwork, flow theory in families and relationships, and the intersection of relationship education and intimate partner violence. The journal encourages new submissions and accepts manuscripts where tenured faculty are coauthors. The goal of Emerging Voices is to amplify the voices of emerging family scholars, advance creative approaches to family theorizing, and expand the journal's repertoire of innovative thinking and meaningful practice. [Extracted from the article]

Symbolic interactionism is useful for examining how various socialization contexts (e.g., family and media) inform adolescents' identity construction and role making. Some research supports the theory's application in understanding White adolescents' racial socialization and identity development. The theory has yet to be applied to understanding the critical components that are essential for understanding how individuals interact with a digital society where racial inequality is pervasive. We propose a model of White adolescents' racial identity in response to racial socialization, and how that relationship manifests in social media contexts. We discuss how racial and social media literacies interact with family socialization and identity‐related experiences to promote White adolescents' critical race consciousness and introduce a novel application of digital critical racial literacy and digital anti‐racist action. The model advances symbolic interactionism by incorporating a critical lens, and can inform interventions aimed to educate parents, White youth, and social‐media developers on anti‐racist development. [ABSTRACT FROM AUTHOR]

The current study aimed to 1) identify patterns of ethnic-racial and coping socialization among Black emerging adults, and 2) investigate profile differences in demographics and family relationship quality (e.g., communication and closeness). Six-hundred and three Black emerging adults (Mage = 18.63, 78% Female) at a Minority Serving Institution completed an online survey. We used latent profile analysis (LPA) with three ethnic-racial socialization and two coping socialization indicators. Four profiles emerged: High Socialization, Awareness without Response, Colorblind Coping, and Low Socialization. African American emerging adults were more likely to be in the High Socialization group than other profiles. Those in the High Socialization profile (high ethnic-racial socialization and racial coping socialization) were likely to report parental closeness more than others. Differences in family communication are discussed. The findings reveal that coping support and race-related socialization messages matter throughout emerging adulthood. [ABSTRACT FROM AUTHOR]

The United States is in a time of reckoning with whiteness. Despite white people benefiting from a disproportionate amount of power at every level of government, a significant racial wealth gap, preferential treatment in the legal system, and a rise in white supremacy, "colorblind" critics continue to argue against the relevance of race in a purportedly post-racial society. We assert that parents' ethnic-racial socialization (ERS) of their children shapes how children view their racial identity and thus influence important political attitudes. ERS is a process by which individuals are taught values, beliefs, and attitudes about ethnicity and race. Most existing research among families of color suggests ERS is strongly linked to a variety of adult political attitudes. However, less is known about the impact of ERS on political attitudes for white young adults. Drawing on survey data from a national U.S. sample of 944 white, young adults (18–25 years old), we find that white ERS is linked with political attitudes. Specifically, we find that increased cultural socialization , preparation for bias , and egalitarianism are positively related to politically conservative ideology, while anti-racism is positively related to politically liberal ideology. Preparation for bias and egalitarianism are positively related to Republican party identification. Promotion of mistrust , silent racial socialization , and anti-racism are positively related to Democratic party affiliation. We suggest ERS impacts the way a person conceptualizes ethnicity and race and is inextricably linked to political outcomes. [ABSTRACT FROM AUTHOR]

Parental ethnic‐racial socialization is a source of adolescents' resilience against ethnic‐racial discrimination. Recent meta‐analyses have documented the promotive aspects of ethnic‐racial socialization (i.e., how ethnic‐racial socialization is directly related with adolescents' adjustment regardless of their discrimination experiences). However, extant empirical studies have produced conflicting results about the protection or moderating role of ethnic‐racial socialization, with studies suggesting that ethnic‐racial socialization buffers, exacerbates, or does not moderate the impacts of ethnic‐racial discrimination. We offer a reconceptualization of existing studies' findings and draw from existing theories to propose Hidden Resilience as a new conceptual framework that highlights how resilience and the positive benefits linked to ethnic‐racial socialization may not be noticeable when studies use psychosocial measures but is rather hidden "underneath the skin." Conversations about racism may momentarily feel uncomfortable, upsetting, or stressful for youth, but such conversations can help youth learn how to cope with ethnic‐racial discrimination in the long term. Following a review of studies supporting our conceptual framework, we provide suggestions for future research to expand the field's understanding of resilience linked to ethnic‐racial socialization. [ABSTRACT FROM AUTHOR]

The politics of respectability continues to inform the messages that Black women receive from family members across a range of experiences, from comments on their hair and body to expectations around dating and marriage. In the current study, we explored Black college women's perspectives on the types of respectability messages they received in familial contexts from girlhood through emerging adulthood. We used Black feminist theory and consensual qualitative research methods to analyze semi-structured interview data from 48 Black college women (18–24 years old) attending predominantly White institutions. We identified four themes of respectability socialization: (a) perpetuating gendered racialized scripts, (b) policing appropriate appearance, (c) protecting virtue in a patriarchal society, and (d) promoting a "lifting as we climb" mentality. Our findings indicate that family members try to prepare Black women for gendered racial stereotypes and oppression by tasking them with behavior modification starting in girlhood. We consider gendered racial socialization practices in Black families that can simultaneously disrupt the pressure to reinforce respectability politics and support Black girls' identity development, even amidst the anti-Black and misogynoiristic realities of the United States. [ABSTRACT FROM AUTHOR]

This study investigated Hmong American adolescents' perceptions of their mother as helping them understand race as Asian American youths in an urban context. Twenty-four Hmong American adolescents ages 14 to 18 (M = 15.8; 67% female; 54% U.S. born, 46% born in Southeast Asia) participated in semi-structured interviews, following approval of the Institutional Review Board. Directed content analysis revealed three themes of racial, ethnic, and neutral socialization practices. Frequently, responses reflected the categories of racism awareness, racial group identification, and diversity awareness, as well as no discussion of race (racial socialization theme). Although the study asked specifically about racial socialization, some responses indicated that mothers engaged in cultural practices that included cultural markers and ethnic group identification (ethnic socialization theme). A few responses also represented neutral socialization that emphasized good behavior. Emergent categories included intra-racial discrimination and bicultural socialization. More frequently than girls, boys reported having discrimination experiences without discussing race with mothers. Girls reported more intra-racial discrimination messages, as well as bicultural and neutral messages than boys. These findings can help Hmong American adolescents and their families continue to build successful strategies for dealing with racism and discrimination, and support understanding how Asian Americans address racialized experiences in the U.S. [ABSTRACT FROM AUTHOR]

Informed by integrative models of cultural resilience, the purpose of this study was to (a) explore how parents are promoting their children's emotional and physical health, with a focus on race and ethnic‐racial socialization strategies, and (b) identify the barriers and challenges parents are experiencing in supporting their children's health. Ethnically racially matched qualitative interviews were conducted with 33 parents (82% women, 64% Black, 36% Latiné). Results of thematic analysis revealed three overarching themes: (a) Strategies for Promoting Children's Physical and Emotional Health, (b) Challenges Promoting Children's Physical and Emotional Health, and (c) Impact of Racism on Parenting and Children's Health. Most parents believed that racism had an impact on their parenting decisions and their children's health; however, there were some differences in ethnic–racial socialization practices between Black and Latiné parents. Findings have implications for culturally relevant parenting approaches to support children's emotional and physical health. [ABSTRACT FROM AUTHOR]

This preliminary investigation explored associations between Black adolescents' experiences with parental racial socialization (racial pride and racial barrier messages), dimensions of racial identity (centrality and private regard), and critical reflection regarding the need for school change of racial inequity. One hundred fifty‐one (78 girls; 73 boys) high school students from the southeastern United States were sampled for this self‐report cross‐sectional investigation. Findings revealed significant, positive total effects of racial pride and racial barrier socialization on critical reflection. Furthermore, a significant specific indirect relationship between racial pride socialization and critical reflection through centrality (small to medium effect), but not private regard. Unexpectedly, no significant indirect associations of perceived racial barrier socialization on critical reflection through racial identity dimensions were found. Implications for our findings are discussed for school‐based practitioners and policymakers. Practitioner points: Racial socialization messages were associated with Black youths' critical reflection about the need for school change of racial inequity.Racial pride socialization was related to critical reflection indirectly though one racial identity dimension (i.e., centrality).Racial barrier socialization was related to critical reflection directly and not indirectly through any racial identity dimensions. [ABSTRACT FROM AUTHOR]

Increases in conversations about race and racial discrimination experiences during adolescence make this a critical developmental period to investigate adolescents' awareness of racism. We examined bidirectional associations between race‐based experiences and awareness of systemic racism—operationalized as understanding systemic causes of racial disparities in education. Adolescents who self‐identified as African American/Black were surveyed in Grade 6 (n = 317; Mage = 11.12; 48% girls) and Grade 8 (n = 247; Mage = 13.15; 56% girls). Cross‐lagged panel analyses revealed that racial barrier messages, but not racial discrimination experiences, in Grade 6 positively predicted awareness of systemic racism in Grade 8. Adolescents' awareness of systemic racism in Grade 6 did not predict racial socialization or racial discrimination experiences in Grade 8. [ABSTRACT FROM AUTHOR]

Familial racial‐ethnic socialization (RES) helps youth build tools of cultural resilience by providing messages regarding race and ethnicity that enable them to negotiate and survive the demands of a racialized society. Thus, RES is an important caregiving task for historically minoritized families, including Latine families in the United States. In this article, we review research on RES in Latine families, which has focused primarily on RES processes in middle childhood to adolescence, to provide an evidence‐informed conceptual model delineating the youth, parental, dyadic/familial, and sociohistorical factors that shape how Latine families engage in RES. We argue that it is important to focus on which RES messages are provided, how families provide these messages, and the concomitant family processes that support RES efforts that result in culturally adaptive outcomes. We also review research on this topic to identify where evidence supports the role of these factors in the delivery of RES and to identify new directions for research and intervention. [ABSTRACT FROM AUTHOR]

Racially ethnically marginalized communities in the United States are exposed to structural and interpersonal forms of racism that have harmful effects on their health, wealth, education, and employment (Centers for Disease Control and Prevention, Racism and Health. https://www.cdc.gov/minorityhealth/racism‐disparities/index.html, 2021). Although a plethora of research exists outlining these harmful effects, research examining how youth from diverse backgrounds effectively combat racism is lacking. Emerging research demonstrates that families may play a key role in the development of critical consciousness and participation in anti‐racist actions (Bañales et al., Journal of Social Issues, 2021, 77, 964; Blanco Martinez et al., American Journal of Community Psychology, 2022, 70, 278; Lozada et al., Journal of Black Psychology, 2017, 43, 493). Yet, many key family processes have not been examined in relation to youth development of anti‐racist practices. The current study included a sample of 327 racially ethnically diverse emerging adults (Mage = 18.80, SD = 1.28, range = 18–25), and explored the association between ethnic–racial socialization (cultural socialization, preparation for bias) and youth critical consciousness (reflection, motivation, action) and anti‐racist (interpersonal, communal, political change) actions, and how familism values impact these associations. Results found that ethnic–racial socialization was positively associated with all aspects of critical consciousness and anti‐racist actions. Results also found that familism significantly interacted with ethnic–racial socialization to predict some aspects of critical consciousness and anti‐racist actions, but not others. Implications of the findings and future research directions are discussed. [ABSTRACT FROM AUTHOR]

Historically, research on racial socialization (RS) has centered on frequency, beliefs, and content of parent–child communications, with varied applications and implications across racial and ethnic subgroups. The Racial Socialization Competency Scale (RaSCS; Anderson et al., 2020) was developed to assess three dimensions of a novel construct, RS competency (confidence, skills, stress), among Black caregivers. In this article, we investigated the psychometric properties of the RaSCS across diverse ethnic–racial groups. Participants were 778 caregivers (Mage = 44.4 years) of youth between the ages of 10 and 18 recruited from across the United States. The sample was intentionally racially and ethnically diverse, with 26.1% identifying as Black, 24.2% identifying as Latinx, 24.9% identifying as Asian American, and 24.8% identifying as White. Confirmatory factor analyses replicated the previously identified structure of the RaSCS subscales, and scores were reliable. Multigroup measurement invariance analyses supported full scalar invariance across the four racial/ethnic subgroups for the Confidence, Skills, and General RS Stress subscales and partial scalar invariance for the Call to Action RS Stress subscale. These findings suggest that the RaSCS is an appropriate tool for assessing RS competency across racial and ethnic groups and that RS competency as a universal construct is relevant across groups. [ABSTRACT FROM AUTHOR]

As Black and Latina adolescent girls experience race and gender discrimination, they may turn to their families to explore their beliefs about and responses to systemic injustice and oppression. Familial racial socialization is a likely entry point for critical action (like community activism), linking ethnic–racial identity and critical consciousness in youth development. We used hierarchical linear regression to investigate whether familial racial socialization moderated the relationship between experiences of gendered racism and community activism. We analyzed survey data for 315 Black (n = 158) and Latina/Afro-Latina (n = 157) girls (n = 282) and gender-expansive youth (age 13–17) from the southern United States. We found that girls who received more familial socialization and were more frequently stereotyped as being angry participated in more low-risk and formal political activism. Also, Black and Latina girls who were more frequently stereotyped as angry and received more messages about racism from their families engaged in more high-risk activism, while girls who were more frequently perceived as angry and received less racial socialization engaged in less high-risk activism. We discuss the implications of our results for families, educators, and scholars who support Black and Latina girls' sociopolitical development. [ABSTRACT FROM AUTHOR]

Research has shown that ethnic–racial socialization (ERS) predicts education and mental health outcomes for adolescents. However, limited research has evaluated the ERS experiences of Latinx students. The current study examined ERS experiences of Mexican American youth in four focus group interviews that were transcribed and analyzed at both the individual and group level using interpretive phenomenological analysis. Main themes included feeling like an outsider, navigating discrimination, encountering social/emotional difficulties, and achieving a positive identity. Each theme contained two to three subcategories that provide further insight into the Mexican Americans' ERS experiences. Participants reported within‐group discrimination, motivation to disprove stereotypes, and infrequent understanding or compassion from adults. Teachers, administrators, counselors, and school psychologists can attend to and seek to promote social connections, implement social‐emotional learning interventions, foster resilience, work to dismantle racism, collaborate with parents, and create communities of inclusion. Practitioner points: Mexican American students reported benefitting from ethnic–racial socialization that emphasized the positive aspects of their culture.Students desired solutions for racism, real‐world skills for interacting across‐cultures, and emotional support.Given the students' focus on social interactions, educators can foster connections rather than simply deliver messages about ethnicity and race. [ABSTRACT FROM AUTHOR]

In an increasingly diverse nation, calls for education that is culturally relevant have become salient, and student perceptions of school‐based ethnic–racial socialization (ERS) provide insight toward how cultural messages are being interpreted by students. The current study sought to investigate how a sample of racially diverse middle school students (N = 744) perceptions of ERS are related to social and academic outcomes, and how these associations may differ across race and gender. Structural equation modeling analyses found that for the total sample, students' perceptions of ERS were positively associated with social outcomes and not associated with academic outcomes. Further, these findings did not differ between ethnic–racial groups or genders. The current study informs school and curriculum standards and adds to the literature in understanding that student perceptions of school‐based ethnic–racial socialization do not differ in the impact on outcomes based on race or gender. Practitioner points: Promoting positive ethnic–racial socialization in schools, such as emphasizing cultural pluralism and inclusive messages, can significantly enhance student social outcomes, including engagement and a sense of belonging.The positive impact of ethnic–racial socialization on student outcomes is consistent across various gender and ethnic–racial groups in this particular school, highlighting the potential universality of these associations.Schools play a crucial role in promoting positive ethnic–racial socialization to improve student engagement and belonging, positively impacting student experiences and potentially influencing future academic success. [ABSTRACT FROM AUTHOR]

Using a three‐wave longitudinal sample of 108 Chinese American parent‐adolescent dyads (Mparent‐ageW1 = 45.44 years, 17% fathers; Madolescent‐ageW1 = 13.34 years, 50% boys), this study examined the effects of parents' COVID‐19‐related racial discrimination experiences on adolescents' ethnic identity exploration and anxiety as mediated by parents' awareness of discrimination (AOD) socialization and moderated by parents' anxiety and racial socialization competency (RSC). Parents' racial discrimination experiences in 2020 predicted adolescents' greater ethnic identity exploration or greater anxiety in 2022 via parents' greater use of AOD in 2021, depending on the levels of parents' anxiety and RSC. These findings highlighted individual and contextual factors impacting racial socialization processes in Chinese American families. [ABSTRACT FROM AUTHOR]

Intervening in White youths' ethnic-racial identity (ERI) development during adolescence can support the development of positive anti-racist ideologies and behaviors that challenge privilege and oppression, increase awareness of and reduce implicit bias, and embrace positive intergroup contact attitudes; yet, little is known within developmental science regarding how White adolescents develop their ERI within the United States' sociohistorical context. Thus, this paper reviews the current literature on White ERI development and applies the Integrative Model (Garcia Coll et al., 1996), through its keen attention to how structures of power, privilege, and oppression have a direct impact on various environments and experiences for young people, to White youths' ERI development. The social stratification of whiteness, school ethnic-racial socialization, color-evasive and anti-racist adapting cultural systems, and ethnic-racial socialization in White families are explored as mechanisms that impact White adolescents' ERI development within a macrosystem characterized by white supremacy. [ABSTRACT FROM AUTHOR]

De facto school segregation, stemming from structural racism, has myriad consequences for children's development. Extant research documents the implications of segregated schools for children's academic resources and opportunities, but there is less attention on the social processes that unfold as a result of school segregation, particularly in early and middle childhood. Social processes–including ethnic-racial socialization, stereotyping and prejudice, and intergroup contact–are important mechanisms wherein school segregation affects academic and social development, thereby upholding a recursive cycle of structural racism. We synthesize cross-disciplinary theoretical and empirical research to propose a conceptual framework for how school segregation relates to social processes that shape early and middle childhood development. We conclude with reflections and future directions including prioritizing the social benefits and costs of desegregation for minoritized children, expanding research within an intersectional framework, accounting for structural inequities and injustice in child development research more broadly, and implications for education and learning. [ABSTRACT FROM AUTHOR]

Integrating students into their college community is viewed as essential for student retention. However, these efforts may expose students to a drinking subculture, which potentially threatens their academic success. This threat appears even more pronounced for students of color, who must also navigate racial obstacles such as prejudice and discrimination, which further predispose them to greater levels of problem drinking. Drawing off survey data from a Latino sample of college students, I examine the importance of peer socialization messages about ethnicity and race (peer ethnic-racial socialization; peer ERS) and how they influence levels of alcohol intoxication. A confirmatory factor analysis identified three dimensions of peer ERS: cultural socialization, preparation for bias, and promotion of mistrust. Peer messages stressing cultural socialization reduced levels of alcohol intoxication by promoting a strong ethnic identity. In addition, respondents actively involved in fraternities/sororities and student clubs/organizations reported reduced prevalence of alcohol intoxication when exposed to greater levels of all three dimensions of peer ERS. I discuss these findings within the broader ethnic-racial socialization literature as well as how they might be used by administrators to improve retention for students of color. [ABSTRACT FROM AUTHOR]

In a multiethnic country like China, ethnic membership is an important dimension of social construction, and interethnic contact is a necessary component of social interactions. Family is the context where ethnic socialization takes place and where parents play a relevant role. The present study focused on the Hui‐Han interethnic context. Measures of perceived parent's ethnic socialization, interethnic contact, and essentialism were administrated to Hui minority (N = 560) and Han majority (N = 954) secondary students. Results indicated that parents' positive ethnic socialization (cultural socialization/pluralism, promotion of harmony) was associated with greater positive and lower negative contact, while negative ethnic socialization (preparation for bias, promotion of mistrust) had opposite effects. Essentialist views of ethnicity moderated the associations of perceived parents' positive ethnic socialization with positive contact: the association between positive ethnic socialization and positive contact was stronger among individuals with lower (vs. higher) essentialist views. Results did not differ across the majority and the minority group. Implications for prompting positive interethnic interactions and preventing negative contact are discussed. [ABSTRACT FROM AUTHOR]

Limited research has investigated the changes in ethnic‐racial support that adolescents received during the COVID‐19 pandemic. This study collected 2‐week, daily data from 185 Midwest U.S. ethnic‐racial minority adolescents (14.60 years old; 52% female) at two waves, spanning about 1 year apart. For the Pandemic Cohort (936 days of data, 41 participants; 2019–2020), peer cultural socialization declined significantly from before to during the pandemic; family cultural socialization, as well as family and peer support against discrimination, became more positively associated with same‐day ethnic‐racial identity over the pandemic (β =.13–.16). No significant changes emerged for the pre‐Pandemic Cohort (3304 days of data, 144 participants; 2017–2019). Findings highlight the importance of ethnic‐racial support during the pandemic when ethnic‐racial issues were amplified in society. [ABSTRACT FROM AUTHOR]

There is a dearth of knowledge in the coping literature on how minoritized youth cope with racism‐related stressors and the predictors of effective coping responses. This two‐wave study examined the direct and indirect effects of ethnic‐racial socialization on depressive and anxiety symptoms via proactive coping with discrimination in a community sample of 135 Latinx adolescents (Mage = 16, SD = 1.27; 59% female). Results indicate that cultural socialization was related to higher use of proactive coping with discrimination 6 months later, which in turn, was related to fewer depressive and anxiety symptoms. There were no direct or indirect effects between preparation for bias and mental health outcomes. [ABSTRACT FROM AUTHOR]

Adolescence represents a critical period of development for forming a sense of self. Though many studies have focused on the negative effects of racism and discrimination on the identity development of Black youth, little research has been conducted on the protective nature of culture and racial socialization. Fewer studies describe interventions for healthy racial socialization. This study seeks to address this gap by evaluating the acceptability of a pilot multifamily group intervention focusing on positive racial socialization. Three adolescent and caretaker families took part in this pilot program. Acceptability and feasibility were measured through attendance rates and scores on satisfaction questionnaires completed by all participants. Findings suggest that the group was well-received as evidenced by attendance rates and feedback. Both youths and parents demonstrated strong attendance, rated the intervention highly, and expressed that the group both facilitated and increased confidence in discussing race, pride, and coping with discrimination. This study is the first multifamily group intervention aimed at improving racial pride in adolescents to our knowledge and opens the door to the development of similar interventions. [ABSTRACT FROM AUTHOR]

This study's objective is to present some reflections on Education for Ethnic-Racial Relations (ERER, acronym in Portuguese) and its link with Physical Education in Brazil, considering that Brazilian Physical Education has been greatly influenced by curriculum from both Europe and the United States during most of the twentieth century. To this end, we have used bibliographic research as a tool. Physical Education, as a curricular component of Brazilian basic education, was linked to the interests of medical and military institutions that defined its space and area of knowledge for a prolonged period. In this context, its actions envisioned forming and maintaining disciplined, strong and healthy bodies, created on precepts like, for example, eugenics. In this type of intervention, Afro-Brazilian and Indigenous manifestations became invisible and were marginalized and oppressed in favor of reproducing Eurocentric models of corporal expression. In light of this, we argue in support of a Physical Education curriculum based on knowledge originating in the different cultural matrixes of the peoples making up Brazil's populace, above all those who historically have been silenced and who have played a role in shaping our identity. [ABSTRACT FROM AUTHOR]

The culturally diverse higher education settings is conceptualized to facilitate indigenous university students in Taiwan to establish a deeper connection with and understand the meaning of their ethnic identity. Guided by the ethnic identity development theory and school ethnic-racial socialization framework, we asked two research questions: (1) What racial challenges did indigenous students in Taiwan experience at their colleges? (2) How did students utilize college resources to overcome racial challenges and develop a meaningful sense of ethnic identity? A participatory research approach using narrative inquiry was employed (N = 20). Convenience sampling and thematic analysis were adopted. Six themes emerged. Racial challenges were: (1) intergroup discrimination; (2) internal stratification; (3) ethnic identity confusion. Social resources in higher education were: (4) confronting discrimination together; (5) peer appraisal support and encouragement; (6) multicultural social interactions. Research, practice, and policy implications were discussed. [ABSTRACT FROM AUTHOR]

Introduction: Using students in the Liangshan Yi autonomous prefectures of southwestern China (n = 585; 13-15 years old), we examined (i) the effects of students' perception of their teachers' ethnic-racial socialization on their ethnic identity and mental health outcomes of depressive and stress symptoms; (ii) the effects of students' ethnic identity on their depressive and stress symptoms; (iii) the differential associations among these factors in Yi ethnic minority versus Han cultural majority students. Methods: We conducted a cross-sectional survey and used multistage sampling to collect the information. Chinese-validated standardized measures were used: the Patient Health Questionaires-9, Children's Revised Impact of Event Scale-8, Multigroup Ethnic Identity Measure, Cultural Socialization Scale, and Teachers' Attitude on Adoption of Cultural Diversity Scale. Multigroup confirmatory factor analysis and multigroup structural equation modeling were employed. Results: Comparing the findings in Yi and Han students, their perception of teachers' ethnic-racial socialization had dissimilar effects on their ethnic identity and mental health outcomes. Three key findings comparing the differences between Yi and Han students were as follows: (i) students' perception of their teachers' multicultural socialization practices positively affected the ethnic identity of both Yi and Han young people; however, their perception of their teachers' socializing them to their own cultures did not exert any effect; (ii) students' perception of teachers' multicultural socialization practices had different mental health effects on Yi versus Han students; and (iii) ethnic identity affected the mental health of Yi ethnic minority students only. Conclusion: The findings underscore the importance of teachers' multicultural socialization in the ethnic identity development of both Yi ethnic minority and Han majority students. Ethnic identity serves as a linking variable bridging perceived teachers' multicultural socialization practices and mental health in Yi ethnic minority students but not among the Han cultural majority youths. Research, practice, and policy implications relevant to the global context are also discussed. [ABSTRACT FROM AUTHOR]

Adoptions of Black children by White parents in the United States are rapidly increasing and are a frequent transracial adoptee‐parent combination. With the prevalence of these adoptions, questions arise about White parents' capability to promote the healthy racial‐ethnic identity of their adopted Black child(ren). This study examined if White parents' knowledge of racial‐ethnic identity development impacts their intentions to promote their adopted Black children's racial‐ethnic identity in the context of the theory of planned behavior (TPB). White parents who have adopted, or were in the process of adopting, Black child(ren) (n = 199) completed measures examining their knowledge of racial‐ethnic identity development and their attitudes toward, perceived subjective norms for, perceived behavioral control of, and intentions related to engaging in racial‐ethnic socialization. Parents' intentions to engage in racial‐ethnic socialization were positively correlated with their attitudes toward, subjective norms for, and perceived behavioral control of racial‐ethnic socialization. Knowledge did not predict parents' intentions to engage in racial‐ethnic socialization above and beyond the components of the TPB. Finally, parents who perceived greater subjective norms for and greater behavioral control of racial‐ethnic socialization reported greater intentions to promote the racial‐ethnic identity of their adopted child(ren), and these relationships were particularly strong among parents with relatively low knowledge. Consistent with ideas in the TPB, White transracial adoptive parents' knowledge of racial‐ethnic identity development (alone) may be neither necessary nor sufficient in predicting intentions to engage in racial‐ethnic socialization. [ABSTRACT FROM AUTHOR]

Preparation for bias messages (PFB), represent a specific form of racial socialization, used to inform youth about racism and how to cope with racism-related adversity. Although research commonly examines how frequently PFB are delivered to children, few studies have qualitatively explored the heterogeneity in the content of such messages, making it difficult to ascertain how caregivers prepare and coach their children to negotiate incidents of racism-related violence. To address this gap in the literature, the present study qualitatively examined the content of PFB given to Black children from their mothers following high-profile incidents of anti-Black violence. Semistructured interviews were conducted with 12 mothers (Mage = 41.91) of Black children to explore how parental concerns regarding their children's safety inform the content of their PFB. Using thematic analysis, two primary themes emerged. The first theme related to psychosocial factors among caregivers that precipitated PFB (i.e., awareness of anti-Black violence, worry about the child being a victim). The second theme pertained to the different types of PFB that caregivers provided to their children (i.e., awareness of racial biases, strategies to navigate discriminatory encounters). Overall findings support and extend extant racial socialization research and have important implications for how Black youth come to understand the significance of race and racism in the aftermath of racism-related violence. [ABSTRACT FROM AUTHOR]

Ethno-racially minoritized parents' ethnic–racial socialization may center on encouraging their children to maintain or conceal their ethnic–racial identity, particularly during the period of heightened racism of the COVID-19 pandemic. However, the underlying mechanisms that could explain Chinese American parents' specific ethnic–racial socialization practices and the role of children's developmental stage are not well understood. The present study examined: (a) the association between Chinese American parents' racial discrimination experiences and their engagement in maintenance of heritage culture and concealing Chinese heritage and connection ethnic–racial socialization; (b) the mediating and moderating roles of psychological well-being and family support; and (c) variations in these associations among parents with children of different developmental stages. The participants comprised 470 Chinese American parents (Mage = 43.7 years, SD = 6.4; 79% mothers) of 4- to 18-year-old children in the United States. Findings revealed that Chinese American parents' racial discrimination experiences were associated with greater engagement in both maintenance of heritage culture and concealing Chinese heritage and connection ethnic–racial socialization practices. Furthermore, parents' racial discrimination experiences were negatively associated with their psychological well-being, which in turn, was associated with lower levels of maintenance of heritage culture and higher levels of concealing Chinese heritage and connection ethnic–racial socialization practices. Greater family support buffered against the negative impact of racial discrimination on parents' psychological well-being and subsequent associations with their ethnic–racial socialization. The underlying moderated mediation mechanism was similar across parents of children, and younger and older adolescents. Our findings can guide future efforts to expand theoretical frameworks of ethnic–racial socialization among ethnic minority families. [ABSTRACT FROM AUTHOR]

Many White parents engage in minimal discussion of race and racism with their children, instead engaging in color-evasive practices that communicate that race is unimportant and that White people are racially neutral. Even White parents who express a commitment to anti-racist parenting frequently struggle to act on this commitment and feel underprepared to do so. The current mixed methods pilot study focused on the feasibility, acceptability, and participant experiences of an intervention ("CounterACT") that aimed to address this gap in White U.S.-based parents' skills and knowledge. Participants in the study were 27 White U.S.-based parents of 4- to 6-year-old White children who completed pre- and postintervention surveys as well as postintervention interviews. Findings suggest that the CounterACT model was feasible and acceptable. Parent self-report further suggests that CounterACT had beneficial effects on parenting, parents' beliefs regarding White privilege, and children's critical reflection. Parents reported positive experiences of CounterACT, particularly group components of the intervention. Key elements of participants' experience included learning to understand their own and their children's experience of Whiteness; learning to better tolerate and regulate emotional discomfort; connecting with others for motivation, accountability, and learning; and approaching racial socialization with greater intentionality. However, parents also experienced limits in their progress toward anti-racist parenting. Many indicated a desire for more concrete guidance and greater support enacting what they were learning in their own parenting. A particular concern was how to discuss White racial identities effectively. Our discussion highlights the implications of these findings for future work in this area. Public Policy Relevance Statement: Effective anti-racist parenting may disrupt the intergenerational socialization of racist beliefs and behaviors, but White parents are generally underprepared to engage in anti-racist parenting. This study suggests that intervention to support White U.S.-based parents' anti-racist parenting may be effective and is both feasible and acceptable to participants. [ABSTRACT FROM AUTHOR]

Ethnic-racial socialization is one strategy Black parents use to support their children's school engagement and academic achievement given the occurrence and toxic effects of discrimination. Egalitarianism and preparation for bias socialization messages have yielded mixed evidence of promotive and protective effects for Black youth's school outcomes, and effects may vary according to ethnicity. Thus, this research examined associations between ethnic-racial socialization messages and school engagement and achievement, and whether these messages protected against teacher discrimination effects on academic achievement transmitted through school engagement, among a nationally representative sample of Black adolescents who participated in the National Survey of American Life Adolescent supplement study. Ethnic-racial socialization message content and the frequency of communication about race demonstrated different associations with engagement (i.e., school bonding, aspiration-expectation discrepancy, and disciplinary actions) and achievement (i.e., grades) for African American and Caribbean Black youth. However, the benefits were not sufficient to combat the adverse effects of teacher discrimination on school engagement and, in turn, achievement. These findings highlight the utility of integrating ethnic-racial socialization into prevention programs to support Black youth's school experiences; demonstrate the importance of attention to heterogeneity within Black youth; and underscore the critical need for prevention programs to address teacher discrimination. [ABSTRACT FROM AUTHOR]

Racism continues to be a major source of stress for African Americans and can impair psychological functioning. Adolescents experiencing discrimination may engage in self-soothing, but risky behaviors, which leave them at risk for negative life trajectories. Black pride has been identified as a key factor in explaining the heterogeneity in responses to discrimination. Racial socialization, strategies parents use to promote Black pride and protect youth from discrimination, is an important focus of family-based prevention programs serving African American families. This study tests the efficacy of a culturally tailored preventive intervention for rural African American families to disrupt the negative consequences of discrimination on adolescent psychological functioning. Four waves of data from the Strong African American Families (SAAF) efficacy trial (Murry & Brody in Journal of Marital & Family Therapy 30(3):271-283, 2004) with 667 African American families in rural Georgia were used for this study. Structural equation modeling was used to test study hypotheses. Adolescent experiences with discrimination at age 15 predicted concurrent psychological functioning and multiple risk behaviors at age 16, including sexual risk behavior, substance use problems, academic failure, and juvenile justice involvement. Mediation analyses demonstrated that psychological functioning was a significant mediator of these relations. The SAAF program was associated with increases in racial socialization, which in turn fostered gains in adolescent Black pride. Black pride was indirectly associated with reduced risk behavior through adolescent psychological functioning, but Black pride did not moderate the effect of discrimination on psychological functioning. This study confirms that family-based prevention can support African American adolescent mental health in the context of discrimination. However, more emphasis on reducing exposure to discrimination is needed. [ABSTRACT FROM AUTHOR]

This introduction sets the agenda for a Special Issue dedicated to the life and works of Richard Alba. It opens up a dialogue on the continuing value of assimilation and integration perspectives today for studying social change in an era of increasing ethno-racial diversity. First, the evolution of new assimilationism is discussed through an exposition of the intellectual biography of Richard Alba, its leading proponent. Second, we highlight key ideas that contributors bring to a dialogue over assimilation/integration in the US and Europe. Third, we explore themes that cross-cut contributions, including the need to better understand: the importance of ethno-racial self-identification in shaping both outcomes and actual social processes of integration; the role of 'culture' and the adaptation of majority populations to immigration; the interrelationships between integration and racism as social processes; how histories of immigration matter; questions about the transferability of assimilation/integration concepts across distinct historical, cultural, and spatial contexts; and how assimilation/integration scholarship can respond constructively to insights from critical perspectives. In short, we aim to tease out critical junctures and disagreements within assimilation/integration perspectives, in the belief that this can provide suggestions about where the future research agenda needs to go. [ABSTRACT FROM AUTHOR]