Profiles of racial discussions and associations with parent sociocultural factors and internalized racism in Asian American families.

While Asian American parents are key contributors in racially socializing their children, past research indicates that issues of race are not frequently discussed among Asian American families. Moreover, there is limited research on how Asian American parents' sociocultural factors predict the amount and ways they talk about race to their children. We conducted latent profile analyses among 150 Asian American parents' (Mage = 42.36, range = 26-65 years) racial discussions, and the profiles' association with parents' sociocultural factors (i.e., enculturation, acculturation, internalized racism, collectivism, and loss of face) were examined. Four distinct profiles were identified with distinct levels of awareness of discrimination, avoidance of outgroups, minimization of race, and promotion of equality messages. Findings underscore the importance of Asian American parents engaging in nuanced racial discussions with their children, highlighting the need for culturally responsive interventions, educational programs, and policy initiatives to support families in navigating complex racial landscapes and fostering positive youth outcomes.

Main and interactive effects of discrimination, parent racial/ethnic socialization, and internalizing symptomology on BIPOC teens' ethnic-racial identity.

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.

The changes in biethnic acceptance across daily settings and biethnic adolescents' psychological well-being during middle school transition.

INTRODUCTION: Patterns of biethnic adolescents' perceived biethnic acceptance across families, peers, and school contexts were examined during the transition from elementary to middle school in South Korea. We also examined how the transition patterns were related to their psychological outcomes during this period. METHODS: Utilizing 2-wave data (2017 and 2019) from the Panel Survey of Korean Multicultural Youth Adjustment, a latent transition analysis was conducted. Participants were biethnic adolescents who were in 5th or 6th grade at Wave 1 (N = 245; 51.02% female; Mage = 11.38). Their fathers were Korean, and mothers were immigrants from neighboring countries. Familial ethnic socialization, peer discrimination, and school multicultural climate scores were used as indicators of biethnic acceptance. Outcomes of self-esteem, depression, and biethnic affirmation were also examined. RESULTS: Latent profile and transition analyses yielded two groups (i.e., high acceptance and low acceptance) at each wave and four transition patterns (i.e., high-high, low-high, low-low, and high-low). Compared to high-high group, which was the most prevalent group, low-low and high-low groups reported lower self-esteem and ethnic affirmation, and greater depression at Wave 3. CONCLUSIONS: While for the majority of participants, their daily settings continued to be high in biethnic acceptance across the transition period, most at risk were those who perceived a decrease in biethnic acceptance in their daily settings. Results shed light on the need for support to maintain the context of high biethnic acceptance surrounding biethnic adolescents for their psychological well-being in school transitions.

The relationship between mother and father racial-ethnic socialization profiles and family cohesion and sociopolitical values among Asian American adolescents.

INTRODUCTION: Although research on racial-ethnic socialization with Asian American families examines academic and psychological outcomes, less is known about whether messages from mothers and fathers are related to their adolescent's Asian American sociopolitical values and family cohesion. METHODS: Cross-sectional survey data were collected from 308 Asian American adolescents, ages 14-18, in the United States in 2021 (Mage = 16.83; standard deviation = 1.15). RESULTS: Using latent profile analysis, we found that there were three socialization profiles for mothers (integration socialization, moderate separation socialization, and high separation socialization) and two for fathers (integration socialization and high separation socialization). The integration socialization reported more maintenance of heritage culture and becoming American messages, with the lowest reports of awareness of discrimination and avoidance of outgroups. The high separation profile had the highest amount of maintenance of heritage culture messages, awareness of discrimination, and avoidance of outgroups but lowest amount of becoming American messages. Looking at profiles for youths' perceptions of mothers, the moderate separation profile had slightly lower scores on maintenance of heritage culture messages, moderate scores on avoidance of outgroups, and higher reports of becoming American and awareness of discrimination compared to the high separation profile. Adolescents with mothers in the integration profile had the greatest mother-child cohesion and highest level of sociopolitical values. With fathers, Asian American adolescents reported greater father-child cohesion in the integration profile, but there were no differences between socialization profiles and youth's Asian American sociopolitical values. CONCLUSIONS: Findings highlight the importance of parental messages on both identity outcomes (i.e., sociopolitical values) and family processes (i.e., family cohesion).

Talking through the tough: Identifying facilitating factors to preparation for bias and racial-ethnic discrimination conversations among families from minoritized ethnic-racial groups.

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

Racial-ethnic socialization, racial discrimination, and internalization of the model minority myth in East Asian families.

Guided by the integrative model, this study investigated the moderating effect of East Asian American youth-reported (N = 143) racial-ethnic socialization (RES) in the relationship between the youth's experiences of discrimination and internalization of the model minority myth. The results suggest that there was a significant interaction between youth's racial discrimination and youth-reported awareness of discrimination on youth's internalization of the model minority myth (b = 3.52, p < .05). No significant interaction effect emerged between racial discrimination and maintenance of heritage culture on internalization of model minority myth. The findings offer several contributions to inform research, family, and communities in understanding the ways caregivers respond to youth's racialized settings, which also contribute to youth's positive outcomes.

Digital White Racial Socialization: Social Media and the Case of Whiteness.

The Internet has become a ubiquitous central element in the lives of adolescents. In this conceptual paper, we focus on digital white racial socialization (D-WRS), arguing: (1) for an expanded conceptualization of WRS as doings, and (2) that social media may be changing processes of WRS through an extension of traditional settings and through the creation of unique social contexts. We highlight the uniqueness of social media contexts due to the designed normalization of whiteness, weak-tie racism, social media affordances, and racialized pedagogical zones allowing adolescents to practice doing race. We introduce a conceptual framework for D-WRS and end with an expressed need for conceptually guided research on the multidimensional relationship between social media and WRS processes.

Mexican immigrant parents' hopes for their children and parenting strategies in different immigration climates.

In the present article, we explore the hopes that immigrant parents of Mexican origin have for their children and the strategies they employ to foster such hopes in light of immigration status, immigration climate, and transnational lived experiences. We conducted six focus groups with 42 immigrant parents of Mexican origin living in Arizona and Texas to explore their hopes and strategies used to foster hopes. Parents, the majority of whom were mothers, defined hopes in terms of what they can provide to their children, including (a) a better life through education and economic opportunities, (b) a strong moral and civic upbringing, and (c) safety from neighborhood crime and hostile immigrant climates. Parents fostered these hopes through the strategies of using self as example, parental involvement and monitoring, self-sacrifice, and family unity. Mothers of unauthorized immigration status raising children in a harsh immigration climate also avoided undue public exposure to ensure their children's safety, a task that was difficult for fathers as breadwinners. Immigration status and climate influenced parents' ability to provide opportunities for their children to pursue educational and career opportunities. We discuss parents' hopes and parenting strategies in the context of different immigration climates, highlight emerging gender differences, and provide recommendations for research and practice.

En el presente artículo, analizamos las esperanzas que tienen los padres inmigrantes de origen mexicano para sus hijos y las estrategias que emplean para alimentar dichas esperanzas teniendo en cuenta la situación migratoria, el ambiente de inmigración y las experiencias transnacionales vividas. Organizamos seis grupos de análisis con 42 padres inmigrantes de origen mexicano que viven en Arizona y Texas con el fin de analizar sus esperanzas y estrategias utilizadas para alimentar esperanzas. Los padres, la mayoría de los cuales eran madres, definieron las esperanzas desde el punto de vista de lo que les pueden facilitar a sus hijos, por ejemplo, una vida mejor mediante oportunidades educativas y económicas, una fuerte educación cívica y moral, y protección contra la delincuencia barrial y los ambientes hostiles de inmigrantes. Los padres alimentaron estas esperanzas mediante las estrategias de uso de su propio ejemplo, su participación y supervisión, el sacrificio propio y la unidad familiar. Las madres de situación migratoria no autorizada que criaron hijos en un ambiente hostil de inmigrantes también evitaron la exposición pública excesiva para garantizar la seguridad de sus hijos, una tarea que fue difícil para los padres como sostenes de la familia. La situación y el ambiente migratorios influyeron en la capacidad de los padres de brindar posibilidades a sus hijos de seguir oportunidades educativas y profesionales. Explicamos las esperanzas de los padres y las estrategias de crianza en el contexto de diferentes ambientes de inmigración, destacamos las diferencias de género que surgieron, y ofrecemos recomendaciones para la investigación y la práctica.

Ethnic Socialization, Ethnic Identity, and Self-Esteem in Chinese Mulao Adolescents.

We examined the associations and likely pathways between ethnic socialization, ethnic identity, and self-esteem among junior high school students of Chinese Mulao ethnic minority. A total of 469 Mulao students (220 boys and 249 girls) completed the Ethnic Socialization Measurement revised by Yin et al. (2016), the Revised Multigroup Ethnic Identity Measure (MEIM-R) by Roberts et al. (1999), and Rosenberg's Self-esteem Scale (Chinese Version) by Wang et al. (1999). The main results indicated that adolescents who perceived more promotion of harmony messages tended to report stronger ethnic identity and higher self-esteem. Adolescents who perceived cultural socialization displayed stronger ethnic identity and higher self-esteem, while the promotion of distrust messages was negatively associated with self-esteem. Multiple-group analysis revealed that the relationships were stable across gender, parental education, but varied significantly across students' grade. These findings emphasize the important role of positive ethnic socialization messages in adolescents' ethnic identity and self-esteem. In addition, it is also important that we pay attention to negative ethnic socialization messages and consider their grade when communicating ethnic information with adolescents. Finally, our results are analyzed and notable suggestions are presented for ethnic family education.

Perceived Discrimination and Risk Behaviors in African American Students: the Potential Moderating Roles of Emotion Regulation and Ethnic Socialization.

Prior research has identified perceived discrimination as being a contributing factor in health and mental health disparities. However, there is little research on the relationship between perceived discrimination and behaviors such as hazardous alcohol and illicit substance use and risky sexual behaviors that put people at risk for negative health consequences including HIV. The current research explores the role that cultural factors may play in a tendency for individuals to engage in unhealthy behaviors or an ability to avoid them. A total of 266 college students who self-identified as Black or African American were surveyed on measures of familial ethnic socialization, perceived discrimination, emotion regulation, substance use, and risky sexual behaviors. Findings indicate that perceived discrimination and emotion regulation-suppression were associated with higher levels of hazardous alcohol use, and that emotion regulation-cognitive reappraisal was associated with lower levels of illicit substance use. Implications for intervention and prevention in African American college students are discussed.

Context of biethnic acceptance, biethnic affirmation, and life satisfaction among Korean biethnic adolescents.

INTRODUCTION: This study aimed to identify latent profiles based on familial ethnic socialization, peer discrimination, and school multicultural climate among biethnic adolescents in South Korea and to examine how the emerged profiles were related to their life satisfaction.We also examined how biethnic affirmation interacted with the profiles in predicting life satisfaction. METHODS: Questionnaire data from the first wave of the Panel Survey of Korean Multicultural Youth Adjustment was used. The sample consisted of 358 biethnic adolescents in 5th and 6th grade in South Korea. The meanage was 11.41 years old. Approximately 60% of the participants were in 5th grade and 51.68% were girls. RESULTS: The results of LPA showed that familial ethnic socialization, peer discrimination, and school multicultural climate formed two distinct profiles in the current sample. These profiles were characterized as contexts of high and low biethnic acceptance. Biethnic adolescents in the context of high biethnic acceptance were significantly more satisfied with their lives than those in the context of low biethnic acceptance.Further, the positive association between biethnic iaffirmation and life satisfaction was more pronounced among adolescents in the context of low biethnic acceptance. CONCLUSIONS: Findings suggest the importance of promoting biethnic acceptance across family, peer, and school settings for adolescents' biethnic affirmation and life satisfaction.

Parental competitive victimhood and interethnic discrimination among their children: The mediating role of ethnic socialization and symbolic threat to the in-group.

Links between competitive victimhood and discrimination are well documented. However, the mechanisms how victimhood beliefs remain relevant for decades and how conflict survivors can shape attitudes and behaviours of the post-conflict generations are little understood. Following the Transgenerational Transmission Hypothesis and the Integrated Threat Theory, we propose that the link between parental competitive victimhood and discrimination among their children is mediated through family ethnic socialization and symbolic threat to the in-group. Participants were families that included youth (N = 227) and their parents (172 mothers, 150 fathers) in Vukovar, Croatia. A multiple group, chain mediation model was conducted with parental competitive victimhood as the predictor; youth ethnic socialization and symbolic threat as sequential mediators; and youth tendency to discriminate against the outgroup and perceived ethnic in-group discrimination as outcomes. The findings revealed significant indirect effects of the competitive victimhood on both outcomes, via the proposed mediators. The only difference in the model between majority Croats and minority Serbs was the path from symbolic threat to tendency to discriminate, which was positive and significant for both groups, but stronger among Croats. The findings imply that interventions in post-conflict settings need to address family ethnic socialization processes in addition to directly working with youth.

Ethnic Socialization, Family Cohesion, and Ethnic Identity Development Over Time among Latinx Adolescents.

Family socialization of one's ethnic culture is essential for ethnic identity development among Latinx adolescents. However, less is known about how the likely changes in family interaction that transpire during adolescence may impact this socialization process. A three-year longitudinal study of 148 Latinx adolescents (ages 13-14; 53% females) examined how changes in youth's family ethnic socialization experiences and sense of family cohesion were related to two dimensions of their ethnic identity development (i.e., exploration and resolution). Youth's family ethnic socialization experiences and sense of family cohesion remained stable, while their exploration and resolution increased across three years. More ethnic socialization experiences at Wave 1 predicted higher initial levels and stability of ethnic identity exploration over time. However, more ethnic socialization at Wave 1 predicted higher initial levels of resolution and predicted less resolution development as youth progressed through adolescence. Among youth who perceived less ethnic socialization, a greater sense of family cohesion was associated with more initial exploration; this compensatory effect was only present at Wave 1. These results illustrate how distinct aspects of the family context uniquely and interactively inform ethnic identity exploration and resolution development.

Infância Calin: Socialização Étnica e Identidade Social entre Crianças Ciganas / Calin Childhood: Ethnic Socialization and Social Identity Among Gypsy Children / Infancia Calín: Socialización Étnica e Identidad Social entre Niños Gitanos

Compreendendo fases sucessivas do momento de proteção, aprendizagem e preparação para se tornarem adultas, na infância, as crianças ciganas vão sendo formadas para uma vida em grupo e voltada para o núcleo familiar. A partir dos conceitos de socialização étnica e de identidade social, o estudo foi desenvolvido com o objetivo de analisar o universo psicossocial da infância calin entre crianças de etnia calon no estado do Espírito Santo. Participaram do estudo sete crianças, com idades entre 4 e 12 anos, que compõem a terceira geração da comunidade, a primeira após processo de fixação territorial. As entrevistas foram orientadas por um roteiro semiestruturado explorando os universos da lei cigana, tradições do grupo e vivências cotidianas, bem como técnicas de desenho a fim de conhecer as imagens de si, da família e de futuro. Todas as entrevistas foram realizadas no acampamento cigano e os dados foram analisados por meio da análise de conteúdo temática. Os principais resultados demonstraram que as crianças calin destacam em suas narrativas a vivência da lei cigana e das tradições por meio do uso de vestimentas típicas e da língua caló, moradia em tendas e obediência às normas para o matrimônio, bem como relatam rotinas envolvendo brincadeiras, escolarização e atividades de mediação para o universo adulto....(AU)

Comprising successive phases of the moment of protection, learning and preparation to become adults, gypsy children are being raised for a life in group and geared towards the family nucleus. Based on the concepts of ethnic socialization and social identity, the study was developed in order to analyze the psychosocial universe of Calin childhood among Calon children in the State of Espírito Santo. Seven children aged between 4 and 12 years participated in the study. They make up the third generation of the community, the first one after the process of territorial settlement. The interviews were guided by a semi-structured script exploring the universes of Gypsy law, group traditions and everyday experiences, as well as drawing techniques in order to know the images of oneself, the family and the future. All the interviews were carried out in the Gypsy camp and the data were analyzed through the thematic content analysis approach. The main results showed that Calin children emphasize in their narratives the experience of Gypsy law and traditions through the use of typical dress and Caló language, residence in tents and obedience to norms for marriage, as well as routines involving games, schooling and mediation activities for the adult universe. In this scenario, the resistance movements of the group rise, in which the new generation will have to protect the essential identity elements of the Gypsy culture and create resources to maintain their sociability in transit on the borders with the non-Gypsy world....(AU)

En la infancia, los niños gitanos se van formando para una vida en grupo y orientada hacia el núcleo familiar, comprendiendo fases sucesivas del momento de protección, aprendizaje y preparación para hacerse adultos, en la infancia. A partir de los conceptos de socializaciónétnica y de identidad social, el estudio fue desarrollado con el objetivo de analizar el universo psicosocial de la infancia calin entre niños de etnia calon en el estado de Espírito Santo. Participaron del estudio 7 niños, entre 04 y 12 años de edad, que componen la tercera generación de la comunidad, la primera después del proceso de fijación territorial. Las entrevistas fueron orientadas por un guion semiestructurado explorando los universos de la ley gitana, tradiciones del grupo y vivencias cotidianas, así como técnicas de dibujo a fin de conocer las imágenes de sí, de la familia y del futuro. Todas las entrevistas se realizaron en el campamento gitano y los datos fueron analizados por medio del análisis de contenido temático. Los principales resultados demostraron que los niños calin destacan en sus narrativas la vivencia de la ley gitana y de las tradiciones por medio del uso de ropas típicas y de la lengua caló, vivienda en tiendas y obediencia a las normas para el matrimonio, así como también relatan rutinas que involucran juegos, escolarización y actividades de mediación para el universo adulto. En este contexto, se manifiestan movimientos de resistencia del grupo, en el que la nueva generación tendría como tarea mantener los elementos identitarios esenciales de la cultura gitana y crear recursos para mantener su sociabilidad en tránsito en las fronteras con el mundo no gitano....(AU)

Family ethnic socialization predicts better academic outcomes via proactive coping with discrimination and increased self-efficacy.

As the U.S. Latino youth population grows, understanding how family and individual resources may promote Latino adolescents' academic outcomes is important. The current investigation examined whether family ethnic socialization predicted adolescents' use of proactive strategies for coping with ethnic-racial discrimination and examined a potential pathway through which these contextual and individual resources may relate to educational outcomes. Drawing on data from a sample of Latino adolescents (n = 321; Mage = 15.31 years, SD = .76; 49.5% female), results of a cross-sectional structural equation model showed a double mediation of the relation between family ethnic socialization and GPA by proactive coping strategies and self-efficacy. Alternate models, limitations of the current investigation, and implications for future research are discussed.

Ethnic socialization, ethnic identity, life satisfaction and school achievement of Roma ethnic minority youth.

This article is part of a Special Issue entitled Explaining Positive Adaptation of Immigrant Youth across Cultures. This study tested a mediation model of ethnic socialization (i.e., parental practices that promote children's knowledge about their history, heritage culture, cultural authenticity, and ethnic bias management) in Roma youth. Roma are the largest ethnic minority group in Europe subjected to severe discrimination, both currently and historically. Participants were 202 Roma youth aged 14 to 19 years old (M = 16.25, 53% females), who provided self-reports on their experience of ethnic socialization, ethnic identity, school achievement, and life satisfaction. Cultural pride reinforcement was related to better school achievement, whereas cultural coping with antagonism was positively related to life satisfaction. The study confirmed the model in that ethnic socialization was positively related to life satisfaction through effects on ethnic identity but negatively associated with school achievement. Findings have implications for adaptive cultural mechanisms promoting positive developmental outcomes among historically disadvantaged groups including those intersecting immigrant and multigenerational ethnic minority group categories.

The Relationships Among Perceived Discrimination, Marianismo Gender Role Attitudes, Racial-Ethnic Socialization, Coping Styles, and Mental Health Outcomes in Latina College Students.

The current study examined the links between perceived discrimination, marianismo gender role beliefs, racial-ethnic socialization (preparation for bias), coping strategies (engagement vs. disengagement), and mental health outcomes among 211 Latina college students. First, the authors investigated predictions about mediation effects of ethnic socialization and marianismo in the association between perceived discrimination and coping strategies. Second, they tested predictions about mediation effects of coping strategies in the link between perceived discrimination and mental health outcomes. Results of path analyses showed that perceived discrimination was positively related to familismo and spiritual marianismo pillars, preparation for bias, and engagement coping strategies. Furthermore, the link between perceived discrimination and engagement coping strategies was partially mediated via preparation for bias. Finally, perceived discrimination, disengagement coping strategies and self-silencing marianismo attitudes were negatively linked to mental health. Overall, these findings highlight the complex ways in which coping strategies are linked with one's ethnic and gender socialization and related to perceived discrimination and mental health outcomes. El presente estudio examinó las relaciones entre la discriminación percibida, la socialización étnicaracial (preparación de discriminación), roles de marianismo creencias, estrategias (de compromiso frente a la desconexión) y los resultados de salud mental entre los 211 estudiantes universitarias Latinas. Primero, se investigó predicciones sobre los efectos de mediación de socialización étnica y el marianismo en la asociación entre las estrategias de afrontamiento y la discriminación percibida. También, investigamos las predicciones acerca de los efectos de mediación de las estrategias de supervivencia en la relación entre la discriminación percibida y el salud mental. Los resultados de los análisis mostraron que discriminación percibida fue relacionado positivamente con la preparación para la discriminación, el familismo y pilares Marianismo espirituales, así como las estrategias de participación de afrontamiento. Además, la relación entre las estrategias de afrontamiento de compromiso y la discriminación percibida fue parcialmente mediada a través de la preparación de discriminación. Finalmente, la discriminación percibida, las estrategias de afrontamiento y "selfsilencing" Marianismo actitudes estaban relacionado negativamente a la salud mental. En general, estos resultados ponen de relieve las complejas formas en que las estrategias de afrontamiento están vinculados con la propia socialización étnica y de género y relacionadas con la discriminación percibida y los resultados de salud mental.

Perceived Ethnic Discrimination by Teachers and Ethnic Minority Students' Academic Futility: Can Parents Prepare Their Youth for Better or for Worse?

This study focuses on the interplay of perceived ethnic discrimination by teachers, parents' ethnic socialization practices, and ethnic minority students' sense of academic futility. Since discrimination creates barriers beyond control of the individual, the first research goal is to examine the association of perceived ethnic discrimination by teachers with ethnic minority students' sense of academic futility. The second research goal is to focus on the role of perceived parental ethnic socialization (e.g., cultural socialization and preparation for bias) to get a better understanding of the interaction between family level factors and the potentially negative consequences of ethnic teacher discrimination. A multilevel analysis on 1181 ethnic minority students (50.6 % girls; mean age = 15.5), originating from migration, in 53 secondary schools in Flanders (Belgium) shows that the frequent perception of ethnic discrimination by teachers is associated with stronger feelings of academic futility, and if these students also received high levels of parents' ethnic socialization, they perceive even stronger feelings of futility. The group of ethnic minority students, who perceive frequent ethnic teacher discrimination, is a group at risk, and parents' ethnic socialization does not seem able to change this.

Mexican-origin Early Adolescents' Ethnic Socialization, Ethnic Identity, and Psychosocial Functioning.

The current study examined how parental ethnic socialization informed adolescents' ethnic identity development and, in turn, youths' psychosocial functioning (i.e., mental health, social competence, academic efficacy, externalizing behaviors) among 749 Mexican-origin families. In addition, school ethnic composition was examined as a moderator of these associations. Findings indicated that mothers' and fathers' ethnic socialization were significant longitudinal predictors of adolescents' ethnic identity, although fathers' ethnic socialization interacted significantly with youths' school ethnic composition in 5th grade to influence ethnic identity in 7th grade. Furthermore, adolescents' ethnic identity was significantly associated with increased academic self-efficacy and social competence, and decreased depressive symptoms and externalizing behaviors. Findings support theoretical predictions regarding the central role parents play in Mexican-origin adolescents' normative developmental processes and adjustment and, importantly, underscore the need to consider variability that is introduced into these processes by features of the social context such as school ethnic composition.

The relation of dialogic, control, and racial socialization practices to early academic and social competence: effects of gender, ethnicity, and family socioeconomic status.

This research tests the relations of parental practices to child competence and assertions that practices differ by gender of the child. Home-based interviews and structured observations of parent-child interactions were conducted with an ethnically and socioeconomically diverse sample of families (N = 501) whose 4-year-old children were served in public prekindergarten. Study data confirmed the importance of parental practices for children's academic and social competence but did not support claims that use of any of the practices was related to the child's gender. Significant differences were found for economic status on dialogic practices and for ethnicity on control and ethnic socialization. Poor parents employed dialogic practices less than nonpoor parents' and African American parents employed dialogic practices less often and control and ethnic socialization more often than European Americans. Dialogic practices were related to competence, but parental control and ethnic socialization were not.