Autonomy-supportive parenting as a moderator of associations between ethnic and racial identity processes and psychological adjustment during college.

OBJECTIVES: The purpose of this study was to test the roles of ethnic and racial identity (ERI) processes and autonomy-supportive parenting on college students' psychological adjustment. METHOD: American college students of color (N = 505) completed questionnaires assessing ERI exploration and commitment, autonomy-supportive parenting, and psychological adjustment (self-esteem, depressive symptoms). Key variables were operationalized as latent constructs, and main and interaction effects were tested using the latent moderated structural equation modeling approach. RESULTS: Higher levels of ERI commitment (but not exploration) and parental autonomy support each uniquely predicted higher levels of self-esteem and lower levels of depressive symptoms. Parental autonomy support moderated associations between ERI processes and psychological adjustment, and the nature of moderation did not differ across Black and Latino/a/x students. CONCLUSIONS: Supporting the psychological adjustment of college students of color necessitates acknowledging the importance of both parental and institutional efforts to encourage students' autonomy strivings and ERI processes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

It's how I was raised: How ethnic-racial socialization patterns influence antiracism actions in minoritized emerging adults.

OBJECTIVES: Research highlights the benefits of critical action on individual and community well-being; however, more needs to be understood about the ways ethnic-racial socialization (ERS) influences emerging adults' participation in antiracism actions. METHOD: The present study examined patterns of parental ERS messages received by a sample of 668 racially and ethnically minoritized emerging adult college students (Mage = 18.76, SD = 1.23; female = 81.8%), and their associations with the emerging adults' demographic characteristics and three forms of antiracism actions. RESULTS: A latent profile analysis revealed a five-profile solution and showed variability in patterns of parental cultural socialization and preparation for bias messages. Participants in profiles reflecting far higher than average frequencies of both messages (high frequency) and those who received mean preparation for bias and above-average cultural socialization (culturally focused) tended to engage most frequently across all forms of antiracism. CONCLUSIONS: Our findings suggest the importance of parental ERS messages for fostering engagement in antiracism actions among diverse college students. Results are informative for those who work with minoritized emerging adults navigating racist contexts. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A Daily Examination of African American Adolescents' Racial Discrimination, Parental Racial Socialization, and Psychological Affect.

This study examined 164 African American adolescents' (Mage  = 15) daily reports of racial discrimination and parental racial socialization over 21 days. The study examined same-day and previous-day associations of adolescents' discrimination and socialization experiences with their positive and negative psychological affect. It further explored whether racial socialization messages buffered discrimination's effects on affect when messages were received during the same day and on the day prior to discrimination. Findings indicated the deleterious effect of racial discrimination (associated with more negative affect) and highlighted the importance of examining youth's short-term coping in critical developmental years. Findings also showed how messages promote positive youth emotions. However, daily moderating associations differed from prior survey studies, suggesting the importance of examining short-term processes.