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Racial-ethnic inequity is deeply entrenched in U.S. social systems, yet adolescents' voices and understanding around inequity are not often directly examined. The current qualitative study uses focus group data from African American (n = 21), Chinese- (n = 17), Indian- (n = 13), and Mexican- (n = 17) origin adolescents (M[subscript age] = 12.93 years; SD = 1.23; 51% boys) to provide insight on how youth navigate their attitudes and beliefs about these issues. Using a racial-ethnic socialization lens, we explore proximal (e.g., parents, peers, teachers) and distal (e.g., media, society) ways in which adolescents come to understand racial-ethnic inequity. Three themes characterized adolescents' discussions. School diversity, of peers and of thought, and messages around egalitarianism were two prominent influences on their perceptions. A third theme related to perceptions of social hierarchies, which appeared to be shaped by stereotypes, peer interactions, and ideas about inequity itself. Emergent themes suggest that the school context is a particularly salient social setting that encompasses multiple sources of socialization (e.g., teachers, classmates, academics, climate), and parents, peers, and the media also play prominent roles.

Vicarious exposure to discrimination can result in multiple negative outcomes in youth. In this article, we offer a conceptual model that articulates the intersecting contextual factors and potential moderators for U.S. Latine youth's exposure to family-level vicarious racism, and explore how that affects youth and family responses. We define and describe youth's exposure to family-level vicarious racism, considering the ramifications of these experiences through family processes and cultural values. We conclude by arguing that research on discrimination and racism in Latine families needs to account for family-level processes.

Objective: This study expands the literature on risk taking among college students by exploring anti-racism action as a form of positive risk taking. Participants: 346 Black (64%) and Latinx (36%) college students (85% female) ages 18–27 years (M = 18.75, SD = 1.31). Methods: Participants responded to questionnaires on anti-racism action, health-risk taking, and college functioning. Latent class analysis identified behavioral profiles of risk takers. Indicators of profile membership and associations with college functioning were examined. Results: Three profiles emerged: moderate overall risk taking, high health-risk taking, and high anti-racism action. Personal experience with discrimination was associated with a greater likelihood of health-risk taking. Students in the high anti-racism profile evinced greater educational functioning than those in the high-health risk taking profile. Conclusions: Risky behavior on college campuses is not homogeneous. Specific interventions and support networks are necessary to support students falling within specific risk profiles. [ABSTRACT FROM AUTHOR]

Shift‐&‐persist (S&P) coping has been shown to buffer against the effects of discrimination on psychosocial functioning in racially and ethnically minoritized youth. However, existing measures of S&P refer broadly to coping with stress and are not specifically tailored to the type of stressor individuals are coping with (e.g., discrimination). The current study evaluated the measurement properties, utility, and validity of a discrimination‐specific adapted measure of S&P relative to an existing, general measure among a sample of 327 minoritized youth (Mage = 18.80, SD = 1.28, 78.6% female, 50.5% Black) recruited from a large public minority‐serving institution in the southeastern United States. Contrary to our hypotheses, when the item stem was changed to refer to coping specifically with discrimination, the measurement properties of a validated S&P scale (Lam et al., 2018) were worse relative to the original measure. Overall, the general S&P measure produced larger main effects and explained two times more variance in depressive symptoms than discrimination‐specific S&P. Findings do not rule out the idea that context‐specific measures may better characterize coping with discrimination experiences than 'trait‐like' general coping measures. However, results highlight that small adaptations to current measures may not be sufficient and may compromise predictive validity. Coping with discrimination measurement recommendations is discussed. [ABSTRACT FROM AUTHOR]

Racial-ethnic inequity is deeply entrenched in U.S. social systems, yet adolescents' voices and understanding around inequity are not often directly examined. The current qualitative study uses focus group data from African American (n = 21), Chinese- (n = 17), Indian- (n = 13), and Mexican- (n = 17) origin adolescents (M age = 12.93 years; SD = 1.23; 51% boys) to provide insight on how youth navigate their attitudes and beliefs about these issues. Using a racial-ethnic socialization lens, we explore proximal (e.g., parents, peers, teachers) and distal (e.g., media, society) ways in which adolescents come to understand racial-ethnic inequity. Three themes characterized adolescents' discussions. School diversity, of peers and of thought, and messages around egalitarianism were two prominent influences on their perceptions. A third theme related to perceptions of social hierarchies, which appeared to be shaped by stereotypes, peer interactions, and ideas about inequity itself. Emergent themes suggest that the school context is a particularly salient social setting that encompasses multiple sources of socialization (e.g., teachers, classmates, academics, climate), and parents, peers, and the media also play prominent roles. [ABSTRACT FROM AUTHOR]

Vicarious exposure to discrimination can result in multiple negative outcomes in youth. In this article, we offer a conceptual model that articulates the intersecting contextual factors and potential moderators for U.S. Latine youth's exposure to family‐level vicarious racism, and explore how that affects youth and family responses. We define and describe youth's exposure to family‐level vicarious racism, considering the ramifications of these experiences through family processes and cultural values. We conclude by arguing that research on discrimination and racism in Latine families needs to account for family‐level processes. [ABSTRACT FROM AUTHOR]