A mixed-methods exploration of autonomy-supportive parenting, confidence, and natural mentoring relationships among Black adolescents.

The current study examined whether autonomy-supportive parenting practices may be associated with Black adolescents' quantity of natural mentors (i.e., adults from youths' everyday lives who youth go to for support and guidance) via adolescents' confidence. This study employed survey data from 216 Black youth and qualitative interviews from a subsample of youth (n = 25), their primary caregivers (n = 25), and one nonparental adult relative with whom the youth reported feeling close (n = 25). Comparative analyses were then completed among a subset of 10 family triads corresponding to youth from the qualitative subsample who had the highest (n = 5) and the lowest (n = 5) scores on a survey measure of adolescents' confidence. Study findings suggest that Black adolescents' confidence may be an explanatory link in the association between autonomy-supportive parenting practices among primary caregivers and Black adolescents' quantity of natural mentoring relationships. Moreover, we found that a range of autonomy-supportive parenting practices may be associated with youth confidence, which may, in turn, inform how Black adolescents engage with adults in their social networks.

Promoting Positive Development Among Racially and Ethnically Marginalized Youth: Advancing a Novel Model of Natural Mentoring.

Racism and other forms of oppression threaten the well-being of racially and ethnically marginalized youth. Models of risk and resilience for marginalized youth have stressed the importance of addressing contextual and structural risk while emphasizing promotive factors such as cultural capital within their communities. Increasingly, research has focused on collective antiracist action as a form of coping with structural oppression. Importantly, supportive intergenerational relationships that develop within youths' everyday contexts may play a key role in catalyzing and reinforcing youths' engagement in antiracist action. This review advances a novel model for understanding how supportive nonparental adults from youths' everyday lives (i.e., natural mentors) influence youths' positive developmental outcomes and participation in antiracist action and how collective antiracist action, in turn, fosters liberation and racial justice. The creation of a more just and equitable society contributes to positive development among racially and ethnically marginalized youth.

Project DREAM: Iterative development of an afterschool program with an emphasis on youth-adult relationships.

The current manuscript describes the iterative development of an afterschool intervention aimed at fostering supportive relationships between adolescents and adults from their everyday lives. Project DREAM (Developing Resourcefulness, Engagement, Acceptance, and Mentoring) is a novel afterschool preventive intervention aimed at promoting youths' improved academic outcomes via gains in social and emotional development and their connectedness with nonparental adults. The purpose of the iterative development process was to improve the intervention to make it maximally usable and acceptable to the intended users and participants. The iterative development process was informed by data collected from advisory boards, focus groups, interviews, and observations of program sessions. In the current article, we describe the methods implemented as part of this process and fully describe the resulting intervention revisions completed across the 2-year period. We also summarize lessons learned.

Youth advancing anti-racism in the 2020s.

In this review, we highlight articles on youth anti-racist action undertaken alongside the COVID-19 pandemic. Three contexts for youth anti-racism development are reviewed: educational settings, out-of-school programs, and youth-led participatory action research. The burden and costs of these undertakings are substantial for youth (particularly racially and ethnically marginalized youth), and pandemic-related stressors have exacerbated the costs and toll of this work. Accordingly, the current review centers opportunities to better scaffold and support youth-led anti-racist action with a focus on systemic and programmatic supports including engaging youth in research as a vehicle for racial justice. We conclude with a call to action for adult activists, scholars, and allies committed to partnering with youth to envision and create a more equitable and just future as we collectively emerge from a global pandemic.

Introduction to the Special Issue: Advancing Racial Justice in Clinical Child and Adolescent Psychology.

Relative to White youth, racially and ethnically marginalized youth in the U.S. are less likely to initiate treatment, stay in treatment, and receive adequate care. This special issue attends to racial injustice in clinical child and adolescent psychology. While numerous factors drive these racial disparities, this special issue focuses specifically on opportunities and responsibilities we have as mental health providers, teachers, mentors, researchers, and gatekeepers to make our field more racially just. In this introduction to the special issue, we review barriers and solutions across multiple contexts including structural, institutional, and practice-based. We also discuss challenges and opportunities to diversify our field and increase the representation of racially and ethnically marginalized practitioners and scholars in clinical child and adolescent psychology. We then briefly review the special issue articles and make final recommendations for how to move the field forward.

Advancing scholarship on anti-racism within developmental science: Reflections on the special section and recommendations for future research.

To date, theoretical and conceptual scholarship on anti-racism has been advanced through leading contributions from several disciplines (e.g., sociology, education, psychology). Still, there remain fewer empirical studies on anti-racism constructs, and we know little about the development of anti-racism among diverse youth across key stages of development. In this special section of Child Development, we sought to address this gap by highlighting scholarship in developmental science that attends to the development of anti-racism in children across contexts (e.g., families, schools) and developmental stages (e.g., early childhood through emerging adulthood). In our introduction to the special section, we review the collective contributions of included studies and outline recommendations for future research in the development of anti-racism in youth.

Understanding Factors Associated With Intimate Disclosure Between Black Youth and Nonparental Familial Adults.

Self-disclosure is an important relational process during adolescence. Given that Black adolescents contend with developmental changes and contextual risks, they may stand to benefit greatly from disclosing personal information to supportive nonparental adults. This qualitative study explored factors associated with youth intimate disclosure among 24 dyads of Black youth and their adult relatives. Analyses identified four types of adult behaviors associated with youth intimate disclosure: (1) setting the tone for youth disclosure, (2) expressing interest in youth well-being, (3) supportive engagement during disclosure, and (4) acting on youths' disclosure. Findings suggest that when adult relatives demonstrate interest and attunement to youths' needs, youth may feel more motivated to disclose. Implications for adults interested in supporting Black youths' disclosure are discussed.

Online racial discrimination and the role of white bystanders.

Black college students attending historically and predominantly White institutions are increasingly encountering online racial discrimination. This exposure may increase psychological distress and undermine academic performance. Although White bystanders may be well-positioned to challenge racist posts, limited research has examined interventions to increase White students' willingness to confront online racial discrimination. The present study used multiple methodologies to characterize the nature and frequency of online racial discrimination college students face, understand its impact on Black students, and increase challenges to online discrimination among White bystanders. Study data include content scraped from campus-related social media platforms over a 3-month period, transcripts from 8 focus groups conducted separately with Black (n = 35) and White (n = 33) college students, and data from an online experiment with 402 White college students. Taken together, study findings indicated that Black students encounter online racial discrimination with nontrivial frequency and are harmed by this exposure. Black students noted, however, that harm is mitigated when online racial discrimination is challenged by their White peers. Further, findings indicated that White students may be more likely to publicly confront racist posts if they (a) are aware of the harm it causes their Black peers; (b) perceive social norms that support confronting discrimination; and (c) receive guidance on what to say. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Associations between emotional responses to the Trump presidency and activism among underrepresented college students.

In the current study, we explored emotions related to the Trump presidency and their associations with types of activism among a sample of underrepresented college students. Participants in the current study included 303 underrepresented college students. We conducted structural equation modeling to assess associations between negatively valenced emotions in reaction to the Trump presidency and specific types of activism. Three categories of activism emerged: resource mobilization, collective action, and higher-accessibility activism. We found that anger was most consistently associated with participation in various types of activism. Fear was positively associated with participation in collective action, but only among those who felt personally affected by the Trump presidency. Among those who did not feel personally affected by the Trump presidency, sadness was associated with less frequent participation in higher-accessibility activism. Findings lend support to the notion that distinct emotional responses are associated with different types of political engagement.

System-justifying beliefs and trajectories of global self-worth among Black and Latinx college students.

OBJECTIVES: The present study investigated the relationship between system-justifying beliefs (i.e., believing the United States to be fair and just for all racial and ethnic groups) during the 1st semester of college and trajectories of self-worth across 4 years of college among Black and Latinx college students attending an elite predominantly White institution. METHOD: Participants in this 5-wave longitudinal study included 186 Black and Latinx college students (30% male; 26% 1st-generation college students; Mage = 18 years, SD = 0.36). RESULTS: The results of latent growth curve modeling analyses indicated that system-justifying beliefs were positively related to initial levels of self-worth and negatively related to trajectories of self-worth over time. CONCLUSIONS: Findings from the present study suggest that although initially beneficial, system-justifying beliefs may undermine self-evaluations among Black and Latinx college students over time. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Marginalized Identities, Trump-Related Distress, and the Mental Health of Underrepresented College Students.

The current study sought to determine whether holding targeted marginalized identities was associated with greater experiences of distress related to Trump's presidency and whether participants' level of Trump-related distress predicted decrements in mental health. Participants in the current longitudinal study included 338 underrepresented college students attending a predominantly White institution. Results indicated that individuals who held targeted marginalized identities reported greater Trump-related distress compared to their non-targeted counterparts, and that holding multiple targeted marginalized identities was associated with greater levels of Trump-related distress. Findings also indicated that Trump-related distress was associated with increases (relative to previous trajectories) in anxious but not depressive symptoms. Overall, our results suggest that a shift in sociopolitical circumstances that promulgates bigotry may be harmful to those who possess targeted marginalized identities.

Dealing with discrimination: Parents' and adolescents' racial discrimination experiences and parenting in African American families.

OBJECTIVES: Survey data of 155 Midwestern African American adolescents (Mage = 13.25, 54.8% female) and their parents were assessed to examine whether parents' racial discrimination experiences and adolescents' gender moderated the association between adolescents' racial discrimination experiences and involved-vigilant parenting. METHODS: Path analyses were conducted with racial discrimination and gender at Wave 1 predicting parenting at Wave 2, controlling for Wave 1 parenting and demographic variables. RESULTS: Boys with high levels of racial discrimination experiences and who had parents with low racial discrimination experiences had declines in involved-vigilant parenting. There were no significant differences in involved-vigilant parenting by level of racial discrimination experience among girls. CONCLUSIONS: The results indicate that parenting may depend on both parents' and adolescents' racial discrimination experiences and characteristics. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Violence Exposure and Sexual Risk Behaviors for African American Adolescent Girls: The Protective Role of Natural Mentorship and Organizational Religious Involvement.

African American adolescent girls are at increased risk of being exposed to community violence and being diagnosed with a sexually transmitted infection. Fewer studies, however, have examined the protective roles of natural mentorship and organizational religious involvement as potential moderators that could lessen the effects of violence exposure on health risk behavior. Data from 273 African American ninth grade girls were used to test hypothesized independent and moderated-moderation models. Results suggest that natural mentorship and religious involvement were protective for girls who reported at least one mentor and moderate to high levels of religious involvement. Our findings may be relevant for community stakeholders and organizations that directly interact with religious institutions and community programs that focus on outreach to African American adolescent girls.

Purpose and mastery as predictors of perceived health and substance use problems.

We explored whether purpose in life and mastery predicted perceived physical health and problematic substance use among a sample of emerging adults who reported ever using alcohol or drugs. We examined perceived stress and coping as potential mediators of these associations and explored whether parental support moderated any of these associations. In a sample of emerging adults from across the United States (N = 2,564; M age = 20.87, standard deviation = 1.75; 49.6% male), purpose in life and mastery were associated with better-perceived health and fewer negative consequences of drug use via lower perceived stress and coping. In addition, parental support modified the relationship between purpose in life and stress and coping. The findings suggest potential health benefits associated with a greater purpose in life and mastery and indicate that parental support may enhance these associations.

Natural Mentors, Racial Pride, and Academic Engagement Among Black Adolescents: Resilience in the Context of Perceived Discrimination.

The current study examined the potential of relational closeness in the natural mentoring relationships (NMRs) of Black students to counter and protect against the noxious effects of school-based discrimination on academic engagement. The study sample included 663 Black students between the ages of 12 and 19 (M = 14.96 years, SD = 1.81 years), all reporting a natural mentor. Approximately half of participants were female (53%). Participants were recruited from three different school districts in a Midwestern metropolitan area. Findings indicated that perceived school-based discrimination was negatively associated with academic engagement. Relational closeness in NMRs countered, but did not protect against, the negative effects of perceived school-based discrimination on students' academic engagement. Additional analyses indicated that one mechanism through which relational closeness in NMRs may promote greater academic engagement among Black students is via increased racial pride. Results highlight the potential of NMRs to counter messages of inferiority communicated through discriminatory experiences in the school. Fostering relational closeness between Black students and supportive non-parental adults in their lives may be an effective strategy to boost academic achievement among Black youth experiencing discrimination in the school environment. In addition to fostering stronger bonds with natural mentors, strategic efforts to reduce school-based discrimination are needed to truly bolster the academic success of Black youth.

Appraisal Support from Natural Mentors, Self-worth, and Psychological Distress: Examining the Experiences of Underrepresented Students Transitioning Through College.

The current study explored whether cumulative appraisal support from as many as five natural mentors (i.e., nonparental adults from youth's pre-existing social networks who serve a mentoring role in youth's lives) led to reduced symptoms of depression and anxiety via improved global self-worth among underrepresented college students. Participants in the current study included 340 college students (69% female) attending a 4-year, predominantly White institution of higher education. Participants were first-generation college students, students from economically disadvantaged backgrounds, and/or students from underrepresented racial/ethnic minority groups. Participants completed surveys during the Fall and Spring of their first year of college and in the Spring of their second and third years of college. Results of the structural equation model (including gender, race/ethnicity, and extraversion as covariates) indicated that greater total appraisal support from natural mentoring relationships predicted decreases in students' psychological distress via increases in self-worth (indirect effects assessed via boot-strapped confidence intervals; 95% CI). The strength of association between appraisal support and self-worth was not moderated by the proportion of academic natural mentors. Findings from the current study extend previous research by measuring multiple natural mentoring relationships and pinpointing supportive exchanges that may be of particular consequence for the promotion of healthy youth development. Institutional efforts to reinforce pre-existing natural mentoring relationships and encourage the onset of new natural mentoring relationships may serve to bolster the well-being and success of underrepresented students attending predominantly White universities.

Racial discrimination experiences and African American youth adjustment: The role of parenting profiles based on racial socialization and involved-vigilant parenting.

OBJECTIVES: The purpose of this study was to test whether parenting profiles based on racial socialization and involved-vigilant parenting would compensate for or moderate associations between racial discrimination experiences and academic outcomes and psychological well-being among African American adolescents. METHOD: Participants were 1,363 African American adolescents (Mage = 14.19; 52.3% female) from 3 Midwestern suburban school districts. Latent profile analysis was used to examine whether there were distinct combinations of parenting. The relationships among racial discrimination experiences, parenting profiles, and adjustment were examined using structural equation modeling (SEM). RESULTS: Three distinct parenting profiles were found: moderate positive (n = 767; moderately high involved-vigilant parenting and racial barrier, racial pride, behavioral, and egalitarian messages, and low negative messages), unengaged (n = 351; low racial socialization messages and moderately low involved-vigilant parenting), and high negative parenting (n = 242; high negative messages, moderate other racial socialization messages, and moderately low involved-vigilant parenting). Racial discrimination experiences were negatively associated with youth adjustment. Moderate positive parenting was related to the best academic outcomes and unengaged parenting was associated with more positive academic outcomes than high negative parenting. Moderate positive parenting was associated with better psychological well-being than unengaged or high negative parenting although the benefits were greater for adolescents with fewer racial discrimination experiences. CONCLUSIONS: Distinct patterns of racial socialization messages and involved-vigilant parenting contribute to differences in African American youth adjustment. (PsycINFO Database Record

Applying a Social Justice Lens to Youth Mentoring: A Review of the Literature and Recommendations for Practice.

Youth mentoring interventions are often designed with the intention of promoting improved outcomes among marginalized youth. Despite their promise to reduce inequality through the provision of novel opportunities and increased social capital to marginalized youth, youth mentoring interventions hold the potential to reproduce rather than reduce inequality. In the current review, we explore literature on youth mentoring that has incorporated a social justice lens. We conclude that there is a need for greater attention to principles of social justice in the design, implementation, and evaluation of youth mentoring interventions. After reviewing the literature, we make recommendations for research and practice based on a social justice perspective and explore alternatives to traditional youth mentoring that may allow for better alignment with social justice principles.

Natural Mentoring Relationships and the Adjustment to College among Underrepresented Students.

This study investigated associations between natural mentoring relationships and academic performance via psychological distress among underrepresented college students attending an elite predominantly White institution (PWI). Specifically, this study explored whether the quantity of natural mentors possessed upon college entry, the retention of natural mentors across the first year of college, and overall changes in the number of natural mentors possessed during the first year of college predicted improvements in students' semester grade point averages (GPAs) via reductions in psychological distress. Participants in this study included 336 first-year undergraduate students attending a selective PWI. Students were eligible to participate in this study if they were first-generation college students, students from economically disadvantaged backgrounds, or students from underrepresented racial/ethnic minority groups. Results of this study indicated that a greater number of retained natural mentoring relationships across the first year of college were associated with improvements in students' GPAs via reductions in symptoms of depression from the Fall to Spring semester. The results of this study suggest that institutional efforts to support the maintenance of preexisting mentoring relationships may be an effective approach to promoting the academic success of underrepresented college students during the first year of college.

Natural mentors, mental health, and substance use: Exploring pathways via coping and purpose.

The current study tested whether relationships with natural mentors may have contributed to fewer internalizing symptoms and less substance use among emerging adults through improved perceptions of coping abilities and an increased sense of life purpose. In addition, the current study investigated whether natural mentor role (i.e., familial vs. nonfamilial mentor) and the amount of time spent together in shared activities influenced emerging adults' internalizing behaviors and substance use via coping and purpose. Participants in the current study included 3,334 emerging adults (mean age = 20.8, 48.6% female, 75.4% white) from diverse regions across the United States who participated in an online survey. Participants were recruited via an adapted Web version of Respondent-Driven Sampling (webRDS). Forty-two percent of participants reported a relationship with a natural mentor. Indirect relationships between natural mentor presence and emerging adults' mental health and substance use via coping and purpose were found. Additional analyses indicated that emerging adults may benefit more from relationships with nonfamilial natural mentors in comparison with familial natural mentors. Findings also suggested that the amount of time participants spent with their natural mentors in shared activities was related to participants' alcohol use. Implications of this study's findings and directions for future research are discussed.