Summary
Ethnic-racial socialization (ERS) teaches children about their race, ethnicity, and culture, and promotes racial/ethnic identity development in Black and Latinx youth. Experiences outside of the family, such as school climate and discrimination, also influence identity development. These influences on identity are particularly important to investigate during sensitive periods in development, such as the transition to middle school. However, ERS is usually captured through retroactive, self-report measures referencing specific messages and behaviors. How might caregiver responses to a school-based racial dilemma influence children’s development of racial/ethnic identity in light of their school experiences? The current study utilizes child- and caregiver-reported school climate and child-reported discrimination experiences as predictors of youths’ racial/ethnic identity from 5th to 7th grade. Further, it examines how caregivers’ strategies for how to respond to a school-based racial dilemma in 5th grade may lessen or intensify these influences on pre-adolescent children’s identity development.

Objectives

• To investigate the influence of school climate and perceived discrimination on Black and Latinx children’s longitudinal development of racial/ethnic identity
• To examine the interactions between approaches to ethnic-racial socialization and school climate as attenuating or exacerbating experiences in the school for racial/ethnic minority youth
• To delve into the importance of school climate, racial/ethnic identity, and discrimination experiences for racial/ethnic minority youth as they transition to middle school

Subject Codes: socialization, identity, parenting
Population Codes: African Americans, Hispanic/Latina/o/x, middle childhood
Method and Approach Codes: direct observation, qualitative methodology, longitudinal research

Summary
Emerging research has indicated that racial microaggressions have adverse effects on the sleep health of African American and Latinx young adults. However, less is known about the role of cultural processes within the family that may mitigate the effects of racial microaggressions on sleep health. Using weekly diary data from a sample of 140 African American and Latinx college students, the current study examined associations between reports of racial microaggressions across 4 weeks and reports of sleep health (i.e., sleep onset latency, sleep quality, total sleep time). Ethnic-racial socialization was further assessed as a moderator.Multilevel modeling showed ethnic-racial socialization was a significant moderator of within-person effects of racial microaggressions for sleep onset latency and sleep quality, but not for total sleep time. Study findings provide directions for future research and implications for ethnic-racial socialization interventions to be incorporated into clinical care to improve coping with discrimination and sleep health.

Objectives

• To examine the short-term weekly effects of racial microaggressions on young adults' sleep.
• To determine whether ethnic-racial socialization moderates within-person fluctuations in racial microaggressions corresponded with young adults’ sleep.
• To illustrate how ethnic-racial socialization may serve as a protective link between experiences of racial microaggressions and sleep quality.

Subject Codes: microaggressions, sleep, socialization
Population Codes: emerging/young adulthood, African Americans, Hispanic/Latina/o/x
Method and Approach Codes: multilevel modeling, strength-based, secondary data analysis

Summary
Research has shown that neighborhoods can influence parents' ethnic-racial socialization approaches to further promote the optimal development of ethnic minority youth. While previous research has examined the effects of the neighborhood environment on children, the current research is lacking on how parents’ ERS practices may be influenced by contextual neighborhood factors. This paper examines the moderating effects of neighborhood contextual factors on the relation between ERS practices and ethnic identity development in Black and Latinx school-aged children over time. Our results revealed that parent report of preparation for bias at fourth grade was associated with greater increases in ethnic identity search and affirmation, belonging and commitment from W5 to W6, but not for boys in non-poor neighborhoods. Additionally, child report of preparation of bias was found to be associated with declines in affirmation, belonging, and commitment between W5 and W6 among children in all groups.

Objectives

• To investigate the moderating effects of neighborhood contextual factors on the relation between ethnic-racial socialization practices of parents and ethnic identity development in Black and Latinx school-aged children.
• To further examine the influence of neighborhood contextual factors on parents’ ethnic-racial socialization practices.
• To communicate to participants the importance of research on contextual factors that contribute to the ethnic identity development and ethnic-racial socialization process of ethnic minority children.

Subject Codes: communities, context, identity
Population Codes: African Americans, Hispanic/Latina/o/x, middle childhood
Method and Approach Codes: longitudinal research, multilevel modeling, quantitative methodology

Summary
Scholars have historically explained Black marriage patterns of instability and dissolution based on White middle-class models that ignore minority-specific stressors and maintain a narrative of dysfunction. The current study examines resilience in Black couples by exploring mediation effects of attribution and dyadic coping processes on race-related stress and relationship quality. The present study used individual data from 131 middle-income Black couples residing in the South, who self-reported experiences of race-related stress, dyadic coping, and relationship quality via online survey. Dyadic coping was predicted to mediate the relationship between race-related stress, attributions toward partner’s behavior, and relationship quality. Results suggest those experiencing greater stress from experiences with racial discrimination may perceive more unsupportive behaviors from their partner, ultimately reporting less positive and more negative evaluations of relationship quality. Findings demonstrate the deleterious effects of racism on relational quality, reinforcing the need for social justice as it pertains to Black relationships.

Objectives

• To evaluate cultural barriers (e.g., racial discrimination, race-related stress) to healthy relationship coping.
• To describe the relationship between experiences of racial discrimination and relationship quality via dyadic coping.
• To explore processes that promote resilience and reconnection through a Relational-Cultural theoretical lens.

Subject Codes: racism, relationship quality, resilience
Population Codes: African Americans, couples/coupled, heterosexual
Method and Approach Codes: mediation/indirect effects models, path analysis, social justice