Profiles of Latinx cultural orientation among adolescents: Associations with internalizing symptoms and moderation by ethnic-racial discrimination.

INTRODUCTION: The objectives of the current study were the following: (1) to explore multidimensional profiles of Latinx cultural orientation using Spanish language use, familismo, and ethnic-racial identity (ERI) affirmation among Latinx adolescents, (2) to test how Latinx cultural orientation profiles were associated with adolescents' internalizing symptoms (i.e., depressive symptoms and anxiety symptoms), and (3) to test whether associations between profiles and internalizing symptoms were moderated by adolescents' ethnic-racial discrimination experiences. METHODS: The study was conducted among a sample of 204 Latinx adolescents (52.4% female; Mage = 14.35, SDage = 1.75). RESULTS: Latent profile analysis indicated four profiles of Latinx cultural orientation: higher affirmation and lower Spanish (HALS), higher Spanish (HS), lower familismo and affirmation (LFA), and higher familismo/lower Spanish and affirmation (HFLSA). Latinx adolescents who reported lower levels on more than one Latinx cultural orientation dimension (e.g. LFA or HFSLA) also reported worse health when compared to adolescents who reported higher levels of more than one Latinx cultural orientation dimension (e.g., HSA). The associations between Latinx cultural orientation profiles and internalizing symptoms were not moderated by adolescents' ethnic-racial discrimination. CONCLUSION: Findings provide researchers and practitioners with an understanding of the various ways in which Latinx adolescents remain connected to their Latinx culture and implications for their outcomes.

From chat rooms to classrooms and TikToks too: Dr. Brendesha Tynes' contributions to the study of race and development in digital contexts.

For more than a decade, Dr. Brendesha Tynes has been at the forefront of empirical research examining the role of race in youth experiences with technology. Tynes' expansive corpus of research highlights the psychological, academic, and socioemotional implications and impact of online racial discrimination on child and adolescent development, with a particular focus on Black youth. Using explicitly strengths-based frameworks in both her research and mentoring, Tynes' contributions to the fields of psychology and education are vast. Given the American Psychological Association's recent shift to intentionally and urgently address racism, Tynes' scholarship is more timely than ever. Using a narrative review approach, we trace the intellectual contributions that Tynes has made to psychology, specifically, and the study of race and racism more broadly throughout her career. Particularly, we highlight key conceptual, methodological, and empirical work that have influenced the study of race in psychology. We conclude by sharing implications and possibilities for Tynes' research to influence race-conscious practices in psychological research, clinical, and pedagogical spheres. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Racial discrimination and depressive symptoms mediated by conversations about race among students of color.

Racial discrimination is associated with adverse mental health outcomes among Students of Color. In order to address racial tensions, it is important to consider students' dialogues about race. The current study tested whether having positive and negative conversations about one's ethnic-racial group mediated the relation between racial discrimination at T1 and depressive symptoms 5 months later at T2 among 94 college Students of Color. Findings indicated that greater racial discrimination at T1 was associated with more frequent negative conversations about race at T2 (b = .38, p = .00), which was, in turn, associated with greater depressive symptoms at T2 (b = 2.73, p = .04); this pathway demonstrated significant mediation. However, positive conversations about race was not a significant mediator in this association. The current study highlights the importance of focusing on racial conversations after racial discrimination in order to minimize adverse effects on mental health among Students of Color.

Cultural Socialization and Ethnic-Racial Identity Mediated by Positive and Negative Conversations about Race: Exploring Differences among Asian American, African American, Latinx, Multiracial, and White Students.

The current study examined associations between cultural socialization and ethnic-racial identity via positive and negative conversations about one's ethnicity/race. Ethnic-racial differences between Asian American, African American, Latinx, Multiracial, and White students were explored. College students 18-22 (M age = 18.46) participating in a university-wide study provided self-reports of childhood cultural socialization, engagement in conversations about ethnicity/race during college, and ethnic-racial identity. Cultural socialization was associated with more positive conversations about race, and, in turn, greater ethnic-racial identity exploration, resolution, and affirmation among all students. Additionally, among Multiracial and African American students, cultural socialization was associated with greater negative conversations about race and, in turn, less ethnic-racial identity affirmation. Although cultural socialization was not associated with negative conversations about race for Asian American, Latinx, or White students, the relation between greater negative conversations about race and less ethnic-racial identity affirmation was significant. Negative conversations about race also informed greater ethnic-racial identity exploration among all students, but was not associated with ethnic-racial identity resolution. The current study highlights the nuanced ways that childhood cultural socialization and conversations about one's ethnicity/race influence college students' ethnic-racial identity, both similarly and differently among Asian American, African American, Latinx, Multiracial, and White students. Two items created for the current study were used to assess positive and negative conversations about one's ethnicity/race in the past month. Response options for the positive conversation item ("In the past month, I had conversations with someone about something positive about my ethnic-racial group.") and negative conversation item ("In the past month, I had conversations with someone about something negative about my ethnic-racial group.") were scored using a 5-point Likert scale ranging from (1) Not at all to (5) Extremely or almost always. Higher scores indicated more frequent positive conversations and more frequent negative conversations, respectively. Initial support for the validity of the two items for positive and negative conversations about race has been provided by research with emerging adults (Delaney et al., in press).

Concordant and Discordant Patterns of Parental Racial Socialization among Biracial Black-White Adolescents: Correlates and Consequences.

Multiracial-Black youth are one of the fastest-growing populations in the U.S., but little is known about their racialized developmental experiences. This study uses Latent Profile Analysis to identify patterns of parental racial socialization among Biracial Black-White adolescents and explore whether those profiles relate to demographics and racial identity outcomes. The sample consisted of 330 Biracial Black-White adolescents living in the U.S. (67% boys; Mage = 14.8, SD = 1.5). The analysis yielded a four-profile solution based on (1) the frequency of socialization messages youth received and (2) the concordance of those messages across both of their parents (i.e., whether socialization frequency is similar or different between Black and white parents). Profile membership differed based on youth gender and racialized appearance (i.e., whether youth presented physically as Black, white, or racially ambiguous). Ultimately, adolescents in the profile with the highest frequency and concordance of parental racial socialization reported more adaptive racial identity attitudes including a sense of pride in being Black and Biracial. Youth in that profile also felt the most comfortable navigating the intersections of their racial identities, which coupled with racial pride has promising implications for their development and wellbeing.

Centering the Heterogeneity of Black Adolescents' Experiences: Guidance for Within-Group Designs among African Diasporic Communities.

Despite notable improvements in theory and methods that center the lived experiences of Black adolescents, White supremacy endures in developmental science. In this article, we focus on one methodological manifestation of White supremacy-sampling decisions that assume Black adolescents are a homogeneous group. We examine overlooked concerns about within-group designs with Black adolescents, such as the erasure of some African diasporic communities in the United States. We first describe the homogeneity assumption and join other scholars in advocating for within-group designs. We next describe challenges with current approaches to within-group designs. We then provide recommendations for antiracist research that makes informed within-group design sampling decisions. We conclude by describing the implications of these strategies for researchers and developmental science.

Black Emotions Matter: Understanding the Impact of Racial Oppression on Black Youth's Emotional Development: Dismantling Systems of Racism and Oppression During Adolescence: Dismantling Systems of Racism and Oppression During Adolescence.

Black US Americans' emotions are subject to stereotypes about the anger and aggression of Black people. These stereotypes are readily applied to Black adolescents' emotions. The purpose of this conceptual paper is to operationalize racial oppression in the emotional lives of Black adolescents through an application of García Coll et al.'s (1996) ecological model for minority youth development. We specify emotionally inhibitive features of Black adolescents' schools, the adaptive culture of Black Americans in the United States that responds to emotional inhibition, Black families' emotion socialization processes, and Black adolescents' emotional flexibility behaviors. Throughout, we integrate findings from research on Black adolescents' emotional adjustment with research on cultural values, emotion and racial socialization, school-based racial experiences, and theory on emotion and cultural navigation.

Socioemotional competence in context: Black adolescent boys' socioemotional competence, neighborhood-school racial (in)congruence, and social adjustment.

The current study examined patterns of Black adolescent boys' socioemotional competence (SEC) in the midst of racial (in)congruence of their neighborhood and school contexts and the associations of these patterns with self- and teacher-reported social adjustment. Data collected from 417 Black adolescent boys in 7th-11th grade were analyzed using a multilevel class analysis to derive student-level classes of SEC and neighborhood racial composition and school-level classes of school racial composition. Class associations with social adjustment were examined via analysis of variance and analysis of covariance among a subsample of 258 Black males. Four patterns of SEC-neighborhood racial composition and two patterns of school racial composition were identified; the former were associated with self- and teacher-reported social adjustment. Interactive patterns of SEC-neighborhood racial composition classes and school racial composition classes were associated with teachers' reports of negative social adjustment. Study findings suggest that considering SEC within racialized contexts is important for understanding Black adolescent boys' adjustment.

Associations between ethnic-racial identity and alcohol problems among diverse emerging adults.

Excessive alcohol use and problems during college is a major public health concern, and there are health disparities in patterns of drinking and alcohol-related illnesses based on ethnicity and race. Given the prevalence and disparities in excessive alcohol use and problems and associated negative impacts, it is important to examine potential protective factors such as dimensions of ethnic-racial identity (ERI). Thus, the current study examined how multiple dimensions of ERI were associated with alcohol use and alcohol use disorder (AUD) symptoms, and how these relations varied by individuals' ethnic-racial group among 1850 diverse emerging adults (M = 18.46, SD = .38). Findings indicated that there were significant differences by race/ethnicity. ERI affirmation was negatively associated with AUD symptoms for Asian individuals and African American individuals, while ERI exploration was positively associated with AUD symptoms among African American individuals. ERI resolution was negatively associated with alcohol use for Latinx individuals and positively associated with alcohol use for Multiracial individuals. Among White individuals, ERI exploration was negatively associated with alcohol use and ERI affirmation was negatively associated with AUD symptoms. Overall, the current study builds on our understanding of nuanced ways in which ethnic-racial identity impacts alcohol problems among emerging adults and highlights areas for future research.

Mexican-origin 5-year-old children's ethnic-racial identity centrality and attitudes predicting social functioning.

OBJECTIVE: Early childhood is an important developmental period to focus on the outcomes associated with ethnic-racial identity (ERI) given that children notice racial differences, are processing information about ethnicity and race, and have race-related experiences. The present study tested whether three components of ERI (i.e., positive attitudes, negative attitudes, and centrality) predicted children's social functioning (i.e., interactive, disruptive, and disconnected play with peers; externalizing behaviors; and observed frustration and cooperation with an adult). Child sex was also tested as a moderator. METHOD: The present study included 182 5-year-old Mexican-origin children (57% male) of mothers who entered parenthood during adolescence (M = 21.95, SD = 1.00). RESULTS: Children's positive ethnic-racial attitudes were associated with greater social functioning (i.e., greater interactive play and less externalizing behaviors) among boys and girls, and less frustration among boys. Negative ethnic-racial attitudes predicted maladaptive social functioning (i.e., greater disruptive play) among boys and girls and more disconnected play among girls. Contrary to expectations, ethnic-racial centrality predicted boys' and girls' maladaptive social functioning (i.e., greater disruptive and disconnected play). CONCLUSIONS: Findings highlight the importance of fostering children's positive ethnic-racial attitudes and helping them discuss and cope with negative ethnic-racial attitudes to promote more adaptive social functioning. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Cultural Racism and Depression in Black Adolescents: Examining Racial Socialization and Racial Identity as Moderators.

The current study explored parental racial socialization and racial regard as moderators of the effects of cultural racism on depression symptoms among Black adolescents (N = 604, Mage = 15.44). When adolescents reported lower private regard and lower cultural pride messages or higher public regard and lower alertness to discrimination messages, the negative effects of cultural racism on depression symptoms were exacerbated. When adolescents reported higher private regard and more cultural pride messages, the negative effects of cultural racism on depression symptoms were attenuated. Findings suggest that racial messages transmitted to Black adolescents combined with their own racial attitudes can alter the effect of cultural racism on depression symptoms.

Mothers' preparation for bias and responses to children's distress predict positive adjustment among Black children: an attachment perspective.

Traditional conceptualizations of maternal sensitivity overlook the adaptive function of some parenting behaviors. This study examined mothers' preparation for bias, suppression responses, and supportive responses to their Black children's distress as indicators of secure base provision at age five and predictors of children's age six emotional and behavioral self-regulation. Participants included 91 Black children (52% female) and their mothers. Results indicated a significant 3-way interaction such that mothers' preparation for bias predicted children's greater self-regulation when mothers reported high support and moderate suppression in response to children's distress, b = .40, p < .001. Preparation for bias predicted children's lower self-regulation when mothers were highly supportive yet low on suppression responses to distress, b = -.31, p < .01. Attachment researchers should consider evaluating caregiving behaviors traditionally deemed insensitive (e.g. parental suppression) through the lens of serving an adaptive function within a complex system of protective practices among Black families.

Call to action: Centering blackness and disrupting systemic racism in infant mental health research and academic publishing.

The Infant Mental Health Journal is committed to ending systemic racism and promoting diversity, equity, and inclusion in academic publishing. IMHJ unequivocally denounces all forms of racism and white supremacy, including systemic racism in academic publishing. We commit to investigating and working to terminate the ways in which systemic racism has become normalized in academic publishing, including examining our practices and processes at IMHJ. We invite you to join us in intentional, anti-racist work through your scholarship. As part of this effort, IMHJ has updated the author guidelines to include new information regarding how authors can express the ways in which they are engaging with intention in diverse, anti-racist research. These guidelines are available under the author guidelines section on the IMHJ website (https://onlinelibrary.wiley.com/journal/10970355). As a second immediate response relative to promoting diverse, equitable, and inclusive research, IMHJ is releasing the following Call to Action, focusing on centering Blackness in infant and early childhood mental health research. This call is designed as a first step in our efforts, and IMHJ looks forward to coming initiatives aimed at disrupting systemic racism in infant and early childhood mental health research for the many scholars studying and working with diverse populations marginalized by racism and systemic inequities.

La Revista de Salud Mental Infantil está comprometida a terminar el racismo sistémico y promover la diversidad, la equidad y la inclusividad en las publicaciones académicas. La Revista IMHJ censura categóricamente toda forma de racismo y supremacía de la raza blanca, incluyendo el racismo sistémico en publicaciones académicas. Estamos comprometidos a investigar y trabajar para erradicar los medios por los cuales el racismo sistémico se ha convertido en la norma en las publicaciones académicas, incluyendo el examinar nuestras prácticas y procesos dentro de la Revista IMHJ. Les invitamos a que se nos unan en nuestro esfuerzo intencional, antirracista, por medio de sus investigaciones profesionales. Como parte de este esfuerzo, la Revista IMHJ ha actualizado los parámetros para los autores para incluir nueva información acerca de cómo los autores pueden expresar de qué maneras están trabajando con intención en investigaciones diversas, antirracistas. Estos parámetros se encuentran disponibles bajo la sección de parámetros de autor en la página electrónica de la Revista IMHJ (https://onlinelibrary.wiley.com/journal/10970355). Como una segunda respuesta inmediata en relación con el fomento de la investigación diversa, igualitaria e incluyente, la Revista IMHJ presenta esta Llamada a la Acción, la cual se enfoca en centralizar la Negritud en la investigación de salud mental en infantes y la temprana niñez. Esta llamada está diseñada como un primer paso en nuestros esfuerzos y la Revista IMHJ anticipa próximas iniciativas dedicadas a poner fin al racismo sistémico en la investigación sobre salud mental en infantes y la temprana niñez para los muchos investigadores profesionales que estudian y trabajan con grupos diversos de población marginalizados por el racismo y las desigualdades sistémicas.

Le Infant Mental Health Journal s'engage à mettre fin au racisme endémique et à promouvoir la diversité, l'équité, et l'inclusion dans les publications académiques. L'IMHJ dénonce sans équivoque toutes les formes de racisme et de suprématie de la race blanche, y compris le racisme systémique dans les publications académiques. Nous nous engageons à déterminer comment le racisme systémique s'est normalisé dans les publications académiques et nous nous engageons à travailler à éradiquer cette normalisation ainsi qu'à examiner et à disséquer les pratiques et les processus de l'IMHJ. Nous vous invitons à nous rejoindre dans ce travail intentionnel, délibéré et anti-raciste à travers vos recherches. Dans cette optique l'IMHJ a mis à jour les directives pour les auteurs afin d'inclure plus d'informations sur la manière dont les auteurs peuvent exprimer les façons dont ils s'engagent délibérément dans des recherches diverses et anti-racistes. Ces directives sont disponibles dans la section « directives pour auteurs ¼ dans le site de IMHJ (https://onlinelibrary.wiley.com/journal/10970355). De plus, en tant que deuxième réaction immédiate liée à la promotion de recherches diverses, équitables et inclusives, l'IMHJ rend publique l'Appel à l'Action suivant, mettant l'accent sur la nécessité de centrer la condition noire dans les recherches sur la santé mentale du nourrisson et de la petite enfance. Cet appel est le premier pas de nos efforts et l'IMHJ attend avec intérêt les initiatives à venir se donnant pour but de contrecarrer le racisme systémique dans les recherches sur la santé mentale du nourrisson et de la petite enfance pour les nombreux chercheurs étudiant et travaillant avec des populations diverses marginalisées par le racisme et les inéquités systémiques.

Paternal biopsychosocial resilience in triadic interactions among African American/Black families exposed to trauma and socioeconomic adversity.

Fathers have a distinct and unique effect on child development, but little is known about fathering beyond White or majority White families. The current study includes African American/Black biological fathers (N = 88) and their two-year-old children. Fathers reported low incomes and high rates of depression and posttraumatic stress disorder (PTSD). Parenting behaviors were observed in high-stress and low-stress triadic contexts. In the high-stress condition, we assessed paternal responses to children's bids after the family was reunited following a separation paradigm. In the low-stress condition, we assessed parenting behaviors during a teaching task. Fathers' social baseline respiratory sinus arrhythmia (RSA) was obtained as an index of parasympathetic arousal. RSA moderated the association between PTSD and fathers' responsiveness (F = 6.90, p = .00, R2  = .30), with no association between PTSD and responsiveness demonstrated among fathers with the highest levels of RSA relative to the sample (effect = .04, p = .00; CI [0.02, 0.06]). RSA did not moderate the association between paternal depression and parenting behaviors (p > .05). Furthermore, responsiveness was only significantly associated with low-stress paternal teaching behaviors for fathers with lower RSA (F = 4.34, p = .01, R2  = .21; effect = -.19, p = .00; CI [0.06, 0.32]). Findings demonstrate significant relationships among RSA, PTSD, and parenting for African American/Black men in contexts of economic adversity.

Relating through Oppression: Longitudinal Relations between Parental Racial Socialization, School Racial Climate, Oppressed Minority Ideology, and Empathy in Black Male Adolescents' Prosocial Development.

This research explored whether Black male adolescents' (N = 453; Mage  = 13.72, SD = 1.33) perceptions of parental racial socialization (i.e., behavioral racial socialization) and school racial climate (i.e., equitable school racial climate) were associated with prosocial outcomes (i.e., prosocial behaviors and positive relations with others) across three waves of adolescence. This study also explored whether youth's beliefs about the extent to which Black individuals and other marginalized communities are united by experiences of oppression (i.e., oppressed minority ideology) and empathy mediated these associations. Structural equation modeling indicated that parental behavioral racial socialization at Wave 1 and positive relations with others at Wave 3 were positively linked through youth's oppressed minority ideology and empathy at Wave 2. Thus, Black male adolescents who relate to other marginalized communities through a shared experience of oppression and feel empathy towards others' lives possess skills that translate their lessons about race and racism into positive relations with others.

Exploration of bidirectionality in African American and Latinx adolescents' offline and online ethnic-racial discrimination.

OBJECTIVES: The objective of the present study was to examine longitudinal relations between adolescents' reports of offline (i.e., in-person) ethnic-racial discrimination and adolescents' reports of online ethnic-racial discrimination. METHOD: The study was conducted among a sample of 570 African American and Latinx adolescents (58% female; 10-18 years) over three waves of assessments occurring at yearly intervals. Autoregressive cross-lagged analyses examined potential bidirectional relations of offline ethnic-racial discrimination and online ethnic-racial discrimination. RESULTS: Results indicated that adolescents' more frequent experiences of offline ethnic-racial discrimination predicted more frequent experiences of online ethnic-racial discrimination across time, but that the opposite direction was not supported. CONCLUSIONS: Findings may be used to redefine current theoretical frameworks that assert the bidirectional nature of online and offline experiences, particularly in the domain of ethnic-racial discrimination. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The associations between African American emerging adults' racial discrimination and civic engagement via emotion regulation.

OBJECTIVE: The current study tested direct and indirect associations between racial discrimination and civic engagement via emotion regulation strategies. Differences between males and females were also explored. METHOD: African American college students (76% female; Mage = 18.42) participating in a university-wide research study provided self-reports of their racial discrimination experiences, use of emotion regulation strategies, and civic engagement attitudes and beliefs. RESULTS: Greater racial discrimination was associated with less use of reappraisal (i.e., thinking about emotions in a different way) and, in turn, use of reappraisal was associated with greater civic engagement attitudes. The same association was found for civic engagement behaviors. However, reappraisal was associated with greater civic engagement behaviors for females and less civic engagement behaviors for males. CONCLUSION: The current study highlights the need to consider the role of cognitive emotion regulation strategies on college students' sociopolitical development and civic engagement. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Trajectories of Online Racial Discrimination and Psychological Functioning Among African American and Latino Adolescents.

This study investigated trajectories of individual and vicarious online racial discrimination (ORD) and their associations with psychological outcomes for African American and Latinx adolescents in 6th-12th grade (N = 522; Mgrade  = 9th) across three waves. Data were analyzed using growth mixture modeling to estimate trajectories for ORD and to determine the effects of each trajectory on Wave 3 depressive symptoms, anxiety, and self-esteem. Results showed four individual and three vicarious ORD trajectories, with the majority of participants starting out with low experiences and increasing over time. Older African American adolescents and people who spend more time online are at greatest risk for poor psychological functioning.

Classroom and School Predictors of Civic Engagement Among Black and Latino Middle School Youth.

This study used short-term longitudinal data to examine the contributions of democratic teaching practices (e.g., the Developmental Designs approach) and equitable school climate to civic engagement attitudes, beliefs, and behaviors among 515 Black and Latino middle school students (47.9% male). Concurrent experiences of democratic homeroom and classroom practices, and equitable school climate were associated with higher scores on each civic engagement component. The relation between classroom practices and civic attitudes was more robust when school climate was seen as more equitable. Longitudinally, homeroom practices and equitable school climate predicted higher civic attitudes 1 year later. Discussion focuses on civic attitudes and future research on school experiences that support civic engagement among youth of color.

Parents' Emotion-Related Beliefs, Behaviors, and Skills Predict Children's Recognition of Emotion.

Children who are able to recognize others' emotions are successful in a variety of socioemotional domains, yet we know little about how school-aged children's abilities develop, particularly in the family context. We hypothesized that children develop emotion recognition skill as a function of parents' own emotion-related beliefs, behaviors, and skills. We examined parents' beliefs about the value of emotion and guidance of children's emotion, parents' emotion labeling and teaching behaviors, and parents' skill in recognizing children's emotions in relation to their school-aged children's emotion recognition skills. Sixty-nine parent-child dyads completed questionnaires, participated in dyadic laboratory tasks, and identified their own emotions and emotions felt by the other participant from videotaped segments. Regression analyses indicate that parents' beliefs, behaviors, and skills together account for 37% of the variance in child emotion recognition ability, even after controlling for parent and child expressive clarity. The findings suggest the importance of the family milieu in the development of children's emotion recognition skill in middle childhood, and add to accumulating evidence suggesting important age-related shifts in the relation between parental emotion socialization and child emotional development.