Christy M Byrd
Biographic Data
| ID | 108455 |
|---|---|
| NAME | Christy M Byrd |
| GIVEN NAMES | Christy M |
| FAMILY NAME | Byrd |
| SIGNATURE | BYRD C M |
| AFFILIATIONS | North Carolina State University |
| ORCID | 0000-0002-9055-3850 |
| VERIFIED | Yes |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 457 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 13 |
How School Racial Climate Creates Opportunity Structures for Belonging: A Systematic Review with Meta-Analysis
School belonging is a fundamental need that describes how much one feels they fit in, are valued, and accepted within a school (Goodenow, Psychology in the Schools 30:79–90, 1993). In this paper, we explore how racialization and racism contribute to opportunity structures for belonging (Gray et al., Educational Psychologist 53:97–113, 2018) through school racial climate and report on a meta-analysis of the associations between dimensions of schoo…
A preliminary investigation of longitudinal associations between ethnic–racial identity and critical consciousness among Black and Latinx youth
Results indicate that ERI and CC may be viable entry points into stimulating youths' capacity to challenge racism, although there is promise in activating antiracism action to further stimulate ERI development. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Reflecting on change: Critical consciousness as a protective factor for Black youth
Implications for research on the nature and impact of CC dimensions on racial discrimination and academic attitudes are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
School ethnic-racial socialization and critical action among Black youth
We explore the interaction of different types of school ethnic-racial socialization, youth’s perceptions of the messages that schools and their agents broadcast about race and ethnicity, as it shapes Black youth’s critical action, the individual and collective action that youth engage in to combat oppression and racism. In particular, the co-occurrence of critical consciousness socialization (emphasizes racial inequity; CCS), cultural socializati…
Examining Critical Reflection as a Mediator Between School Racial Climate Experiences and Anti‐Racist Action
Little is known about how different school racial climate experiences influence the critical reflection and subsequent critical action behaviors of racially minoritized youth. Therefore, the current study examined how critical reflection mediated the relationship between school racial climate profiles and critical action behaviors. Participants were 559 Black and Latinx adolescents, aged 13-17 who completed an online survey. Results indicated tha…
Examining school ethnic-racial socialization in the link between race-related stress and academic well-being among African American and Latinx adolescents
School ethnic–racial socialization and adolescent ethnic–racial identity
The findings highlight the importance of the school context in shaping students' ethnic-racial socialization and identity. This study investigated how what adolescents learn about race/ethnicity and culture in school is associated with their ERI. The findings indicate that opportunities to learn about one's culture are related to more identity exploration and greater sense of the importance of group membership. Furthermore, opportunities to learn…
Cycles of development in learning about identities, diversity, and equity
Previous models emphasize progressive movement toward more advanced levels, but this article explains how motivation can explain movement and stalling in development. Furthermore, it analyzes the cognitive and motivational antecedents of resistance to diversity learning opportunities. The article concludes with implications for teaching and future directions for research. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Unpacking school ethnic‐racial socialization: A new conceptual model
Parents are the earliest transmitters of ethnic‐racial socialization (ERS), but transmitters within the school context become more important as youth move into adolescence. Yet, the current literature has limited frameworks to describe the transmission of ERS in schools. We propose a conceptual model that outlines the transmitters, methods, and content of school ERS as well as how school ERS can influence adolescent outcomes. Although scholars ha…
Why Black Adolescents Are Vulnerable at School and How Schools Can Provide Opportunities to Belong to Fix It
This article discusses factors contributing to the belonging vulnerability of Black adolescents as well as educational policy considerations for providing Black adolescents with opportunities to belong at school. Scholarship at the intersection of educational psychology and teacher education provides cultural interpretations for why and how Black adolescents are vulnerable to issues of belonging when educators are not in their corner, and when cu…
Black Students’ Perceptions of School Ethnic-Racial Socialization Practices in a Predominantly Black School
Ethnic-racial socialization describes messages and practices that teach youth about their racial and/or ethnic group membership and the role of race in society. Despite a wealth of research on families, little work has considered school socialization practices. The current article uses a framework of school racial socialization to explore six socialization messages reported in a predominantly Black public charter school in an urban area. In focus…
Profiles of ethnic‐racial socialization from family, school, neighborhood, and the Internet: Relations to adolescent outcomes
Given that ecological models of development highlight the interacting influences of multiple environments, further research is needed that explores ethnic-racial socialization from multiple contexts. The current study explores how families, schools, neighborhoods, and the Internet jointly impact academic outcomes, critical consciousness, and psychological well-being in adolescents, both through socialization messages and experiences with racial d…
Persistent Concerns: Questions for Research on Ethnic-Racial Identity Development
Research on ethnic-racial identity (ERI) and its development has increased exponentially over the past decade. In this paper we discuss five questions that the Lifespan ERI Study Group grappled with in our effort propose a lifespan model of ERI: (1) When does ERI development begin and end? (2) How do we account for age-dependent and contextually-initiated factors in ERI? (3) Should there be a reference point for healthy ERI, and if so, what is it…
A Lifespan Model of Ethnic-Racial Identity
The current paper presents a lifespan model of ethnic-racial identity (ERI) from infancy into adulthood. We conceptualize that ethnic-racial priming during infancy prompts nascent awareness of ethnicity/race that becomes differentiated across childhood and through adulthood. We propose that the components of ERI that have been tested to date fall within five dimensions across the lifespan: ethnic-racial awareness, affiliation, attitudes, behavior…
A measure of school racial socialization and quality of intergroup interactions
Study 1 provided evidence of reliability and validity with existing measures of college climate, whereas Study 2 provided evidence of factor stability through exploratory factor analysis as well as additional evidence of discriminant and concurrent validity. Finally, Study 3 replicated the factor structure of Study 2 and provided further evidence of validity. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
The Relationships of School-Based Discrimination and Ethnic-Racial Socialization to African American Adolescents' Achievement Outcomes
Schools provide a place of learning for adolescents and can be considered safe havens. However, in some cases, African American adolescents are subjected to discrimination by peers and teachers, which can impact their own academic engagement and abilities. Applying a risk and resilience framework, the present study examined the relationship between adolescents' perceptions of school-based discrimination and academic outcomes in a sample of Africa…
Microaggressions Self-Defense: A Role-Playing Workshop for Responding to Microaggressions
Microaggressions are subtle verbal and non-verbal slights based on group membership, and they are ubiquitous in the lives of racial minorities, women, and LGBTQ individuals. The goal of the current paper is to introduce a role-playing based exercise on effective responses to microaggressions. The workshop draws on two previous prejudice responding workshops but integrates research-based strategies
The complexity of school racial climate: Reliability and validity of a new measure for secondary students
BackgroundThe conceptualization of the role of race and culture in students' experience of school has been limited. This study presents a more comprehensive and multidimensional framework than previously conceptualized and includes the two domains of (1) intergroup interactions (frequency of interaction, quality of interaction, equal status, and support for positive interaction) and (2) school racial socialization (cultural socialization, mainstr…
Comparing Associations Between Perceived Puberty, Same-Race Friends and Same-Race Peers, and Psychosocial Outcomes Among African American and Caribbean Black Girls
Despite indications that adolescent peer relations is a mediator of associations between early pubertal timing and psychosocial problems, extant studies have not explicitly examined race or ethnic-related variables that shape the peer experiences of early developers. This study compared associations between pubertal timing, same race-friends, same-race peers, and psychosocial outcomes (school bonding, academic grades, externalizing behaviors, and…
Does Culturally Relevant Teaching Work? An Examination From Student Perspectives
Culturally relevant teaching is proposed as a powerful method for increasing student achievement and engagement and for reducing achievement gaps. Nevertheless, the research demonstrating its effectiveness consists primarily of case studies of exemplary classrooms. In addition, most of the research fails to take student perspectives into account. The current study asks whether culturally relevant teaching works by considering student perceptions …
The Associations of Intergroup Interactions and School Racial Socialization with Academic Motivation
School racial climate is an important aspect of the school environment that can have significant implications for youths’ development. However, existing research is limited by conceptual and methodological concerns that restrict the ability of researchers and educators to identify what about and how the racial climate is important. The author addresses existing limitations by articulating school racial climate as a multidimensional construct comp…
School Ethnic–Racial Socialization: Learning About Race and Ethnicity Among African American Students
The lagged effects of racial discrimination on depressive symptomology and interactions with racial identity
Scholars agree on the negative impacts of racial discrimination on the mental health of African Americans (Brondolo et al., 2008). Yet research is needed to explore the impacts of everyday discrimination over time, especially compared to nonracial daily hassles, in an ecologically valid manner. It is also widely accepted that racial identity can moderate the impact of racial hassles (Sellers, Copeland-Linder, Martin, & Lewis 2006), but few studie…
Comparison of African American college students' coping with racially and nonracially stressful events
Racial discrimination, a common experience for many African Americans, has been conceptualized within a stress and coping framework. However, few have examined whether racially stressful events are appraised and coped with differently from nonracially stressful events. The present study uses a daily diary method to examine African American college students' appraisals and coping behaviors in racially and nonracially stressful situations. The stud…
The Measurement of Racial/Ethnic Identity in Children: A Critical Review
Researchers have long been interested in racial attitudes and preferences of young children with a focus on the implications of societal racism on healthy development. The doll study paradigm popularized by Clark and Clark is the most commonly used measure for children; however, researchers also have adapted paper and pencil measures and projective techniques to capture children's attitudes. This article reviews multiple measurement approaches, d…
A Lifespan Model of Ethnic-Racial Identity
The current paper presents a lifespan model of ethnic-racial identity (ERI) from infancy into adulthood. We conceptualize that ethnic-racial priming during infancy prompts nascent awareness of ethnicity/race that becomes differentiated across childhood and through adulthood. We propose that the components of ERI that have been tested to date fall within five dimensions across the lifespan: ethnic-racial awareness, affiliation, attitudes, behavior…
School Ethnic–Racial Socialization: Learning About Race and Ethnicity Among African American Students
Unpacking school ethnic‐racial socialization: A new conceptual model
Parents are the earliest transmitters of ethnic‐racial socialization (ERS), but transmitters within the school context become more important as youth move into adolescence. Yet, the current literature has limited frameworks to describe the transmission of ERS in schools. We propose a conceptual model that outlines the transmitters, methods, and content of school ERS as well as how school ERS can influence adolescent outcomes. Although scholars ha…
Racial Identity, School Racial Climate, and School Intrinsic Motivation Among African American Youth: The Importance of Person–Context Congruence
Researchers have been concerned with whether strong racial identification promotes or inhibits achievement motivation among African American youth, but current literatures have paid little attention to the role of youths' contexts. In this study, we outline a racial identity–context congruence framework that predicts positive benefits of a strong, positive racial identity when the context is congruent with youths' beliefs. To test this framework,…
The complexity of school racial climate: Reliability and validity of a new measure for secondary students
BackgroundThe conceptualization of the role of race and culture in students' experience of school has been limited. This study presents a more comprehensive and multidimensional framework than previously conceptualized and includes the two domains of (1) intergroup interactions (frequency of interaction, quality of interaction, equal status, and support for positive interaction) and (2) school racial socialization (cultural socialization, mainstr…
Comparison of African American college students' coping with racially and nonracially stressful events
Racial discrimination, a common experience for many African Americans, has been conceptualized within a stress and coping framework. However, few have examined whether racially stressful events are appraised and coped with differently from nonracially stressful events. The present study uses a daily diary method to examine African American college students' appraisals and coping behaviors in racially and nonracially stressful situations. The stud…
Persistent Concerns: Questions for Research on Ethnic-Racial Identity Development
Research on ethnic-racial identity (ERI) and its development has increased exponentially over the past decade. In this paper we discuss five questions that the Lifespan ERI Study Group grappled with in our effort propose a lifespan model of ERI: (1) When does ERI development begin and end? (2) How do we account for age-dependent and contextually-initiated factors in ERI? (3) Should there be a reference point for healthy ERI, and if so, what is it…
Does Culturally Relevant Teaching Work? An Examination From Student Perspectives
Culturally relevant teaching is proposed as a powerful method for increasing student achievement and engagement and for reducing achievement gaps. Nevertheless, the research demonstrating its effectiveness consists primarily of case studies of exemplary classrooms. In addition, most of the research fails to take student perspectives into account. The current study asks whether culturally relevant teaching works by considering student perceptions …
The Relationships of School-Based Discrimination and Ethnic-Racial Socialization to African American Adolescents' Achievement Outcomes
Schools provide a place of learning for adolescents and can be considered safe havens. However, in some cases, African American adolescents are subjected to discrimination by peers and teachers, which can impact their own academic engagement and abilities. Applying a risk and resilience framework, the present study examined the relationship between adolescents' perceptions of school-based discrimination and academic outcomes in a sample of Africa…
The lagged effects of racial discrimination on depressive symptomology and interactions with racial identity
Scholars agree on the negative impacts of racial discrimination on the mental health of African Americans (Brondolo et al., 2008). Yet research is needed to explore the impacts of everyday discrimination over time, especially compared to nonracial daily hassles, in an ecologically valid manner. It is also widely accepted that racial identity can moderate the impact of racial hassles (Sellers, Copeland-Linder, Martin, & Lewis 2006), but few studie…
Profiles of ethnic‐racial socialization from family, school, neighborhood, and the Internet: Relations to adolescent outcomes
Given that ecological models of development highlight the interacting influences of multiple environments, further research is needed that explores ethnic-racial socialization from multiple contexts. The current study explores how families, schools, neighborhoods, and the Internet jointly impact academic outcomes, critical consciousness, and psychological well-being in adolescents, both through socialization messages and experiences with racial d…
Racial Identity and Academic Achievement in the Neighborhood Context: A Multilevel Analysis
School ethnic–racial socialization and adolescent ethnic–racial identity
The findings highlight the importance of the school context in shaping students' ethnic-racial socialization and identity. This study investigated how what adolescents learn about race/ethnicity and culture in school is associated with their ERI. The findings indicate that opportunities to learn about one's culture are related to more identity exploration and greater sense of the importance of group membership. Furthermore, opportunities to learn…
A measure of school racial socialization and quality of intergroup interactions
Study 1 provided evidence of reliability and validity with existing measures of college climate, whereas Study 2 provided evidence of factor stability through exploratory factor analysis as well as additional evidence of discriminant and concurrent validity. Finally, Study 3 replicated the factor structure of Study 2 and provided further evidence of validity. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Black Students’ Perceptions of School Ethnic-Racial Socialization Practices in a Predominantly Black School
Ethnic-racial socialization describes messages and practices that teach youth about their racial and/or ethnic group membership and the role of race in society. Despite a wealth of research on families, little work has considered school socialization practices. The current article uses a framework of school racial socialization to explore six socialization messages reported in a predominantly Black public charter school in an urban area. In focus…
Examining school ethnic-racial socialization in the link between race-related stress and academic well-being among African American and Latinx adolescents
Microaggressions Self-Defense: A Role-Playing Workshop for Responding to Microaggressions
Microaggressions are subtle verbal and non-verbal slights based on group membership, and they are ubiquitous in the lives of racial minorities, women, and LGBTQ individuals. The goal of the current paper is to introduce a role-playing based exercise on effective responses to microaggressions. The workshop draws on two previous prejudice responding workshops but integrates research-based strategies
Comparing Associations Between Perceived Puberty, Same-Race Friends and Same-Race Peers, and Psychosocial Outcomes Among African American and Caribbean Black Girls
Despite indications that adolescent peer relations is a mediator of associations between early pubertal timing and psychosocial problems, extant studies have not explicitly examined race or ethnic-related variables that shape the peer experiences of early developers. This study compared associations between pubertal timing, same race-friends, same-race peers, and psychosocial outcomes (school bonding, academic grades, externalizing behaviors, and…
The Measurement of Racial/Ethnic Identity in Children: A Critical Review
Researchers have long been interested in racial attitudes and preferences of young children with a focus on the implications of societal racism on healthy development. The doll study paradigm popularized by Clark and Clark is the most commonly used measure for children; however, researchers also have adapted paper and pencil measures and projective techniques to capture children's attitudes. This article reviews multiple measurement approaches, d…
Reflecting on change: Critical consciousness as a protective factor for Black youth
Implications for research on the nature and impact of CC dimensions on racial discrimination and academic attitudes are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Examining Critical Reflection as a Mediator Between School Racial Climate Experiences and Anti‐Racist Action
Little is known about how different school racial climate experiences influence the critical reflection and subsequent critical action behaviors of racially minoritized youth. Therefore, the current study examined how critical reflection mediated the relationship between school racial climate profiles and critical action behaviors. Participants were 559 Black and Latinx adolescents, aged 13-17 who completed an online survey. Results indicated tha…
A preliminary investigation of longitudinal associations between ethnic–racial identity and critical consciousness among Black and Latinx youth
Results indicate that ERI and CC may be viable entry points into stimulating youths' capacity to challenge racism, although there is promise in activating antiracism action to further stimulate ERI development. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Racial Identity and Academic Achievement in the Neighborhood Context: A Multilevel Analysis
Racial Identity, School Racial Climate, and School Intrinsic Motivation Among African American Youth: The Importance of Person–Context Congruence
Researchers have been concerned with whether strong racial identification promotes or inhibits achievement motivation among African American youth, but current literatures have paid little attention to the role of youths' contexts. In this study, we outline a racial identity–context congruence framework that predicts positive benefits of a strong, positive racial identity when the context is congruent with youths' beliefs. To test this framework,…
Comparison of African American college students' coping with racially and nonracially stressful events
Racial discrimination, a common experience for many African Americans, has been conceptualized within a stress and coping framework. However, few have examined whether racially stressful events are appraised and coped with differently from nonracially stressful events. The present study uses a daily diary method to examine African American college students' appraisals and coping behaviors in racially and nonracially stressful situations. The stud…
The Measurement of Racial/Ethnic Identity in Children: A Critical Review
Researchers have long been interested in racial attitudes and preferences of young children with a focus on the implications of societal racism on healthy development. The doll study paradigm popularized by Clark and Clark is the most commonly used measure for children; however, researchers also have adapted paper and pencil measures and projective techniques to capture children's attitudes. This article reviews multiple measurement approaches, d…
The Associations of Intergroup Interactions and School Racial Socialization with Academic Motivation
School racial climate is an important aspect of the school environment that can have significant implications for youths’ development. However, existing research is limited by conceptual and methodological concerns that restrict the ability of researchers and educators to identify what about and how the racial climate is important. The author addresses existing limitations by articulating school racial climate as a multidimensional construct comp…
School Ethnic–Racial Socialization: Learning About Race and Ethnicity Among African American Students
The lagged effects of racial discrimination on depressive symptomology and interactions with racial identity
Scholars agree on the negative impacts of racial discrimination on the mental health of African Americans (Brondolo et al., 2008). Yet research is needed to explore the impacts of everyday discrimination over time, especially compared to nonracial daily hassles, in an ecologically valid manner. It is also widely accepted that racial identity can moderate the impact of racial hassles (Sellers, Copeland-Linder, Martin, & Lewis 2006), but few studie…
Does Culturally Relevant Teaching Work? An Examination From Student Perspectives
Culturally relevant teaching is proposed as a powerful method for increasing student achievement and engagement and for reducing achievement gaps. Nevertheless, the research demonstrating its effectiveness consists primarily of case studies of exemplary classrooms. In addition, most of the research fails to take student perspectives into account. The current study asks whether culturally relevant teaching works by considering student perceptions …
The complexity of school racial climate: Reliability and validity of a new measure for secondary students
BackgroundThe conceptualization of the role of race and culture in students' experience of school has been limited. This study presents a more comprehensive and multidimensional framework than previously conceptualized and includes the two domains of (1) intergroup interactions (frequency of interaction, quality of interaction, equal status, and support for positive interaction) and (2) school racial socialization (cultural socialization, mainstr…
Comparing Associations Between Perceived Puberty, Same-Race Friends and Same-Race Peers, and Psychosocial Outcomes Among African American and Caribbean Black Girls
Despite indications that adolescent peer relations is a mediator of associations between early pubertal timing and psychosocial problems, extant studies have not explicitly examined race or ethnic-related variables that shape the peer experiences of early developers. This study compared associations between pubertal timing, same race-friends, same-race peers, and psychosocial outcomes (school bonding, academic grades, externalizing behaviors, and…
A measure of school racial socialization and quality of intergroup interactions
Study 1 provided evidence of reliability and validity with existing measures of college climate, whereas Study 2 provided evidence of factor stability through exploratory factor analysis as well as additional evidence of discriminant and concurrent validity. Finally, Study 3 replicated the factor structure of Study 2 and provided further evidence of validity. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
The Relationships of School-Based Discrimination and Ethnic-Racial Socialization to African American Adolescents' Achievement Outcomes
Schools provide a place of learning for adolescents and can be considered safe havens. However, in some cases, African American adolescents are subjected to discrimination by peers and teachers, which can impact their own academic engagement and abilities. Applying a risk and resilience framework, the present study examined the relationship between adolescents' perceptions of school-based discrimination and academic outcomes in a sample of Africa…
Microaggressions Self-Defense: A Role-Playing Workshop for Responding to Microaggressions
Microaggressions are subtle verbal and non-verbal slights based on group membership, and they are ubiquitous in the lives of racial minorities, women, and LGBTQ individuals. The goal of the current paper is to introduce a role-playing based exercise on effective responses to microaggressions. The workshop draws on two previous prejudice responding workshops but integrates research-based strategies
Why Black Adolescents Are Vulnerable at School and How Schools Can Provide Opportunities to Belong to Fix It
This article discusses factors contributing to the belonging vulnerability of Black adolescents as well as educational policy considerations for providing Black adolescents with opportunities to belong at school. Scholarship at the intersection of educational psychology and teacher education provides cultural interpretations for why and how Black adolescents are vulnerable to issues of belonging when educators are not in their corner, and when cu…
Black Students’ Perceptions of School Ethnic-Racial Socialization Practices in a Predominantly Black School
Ethnic-racial socialization describes messages and practices that teach youth about their racial and/or ethnic group membership and the role of race in society. Despite a wealth of research on families, little work has considered school socialization practices. The current article uses a framework of school racial socialization to explore six socialization messages reported in a predominantly Black public charter school in an urban area. In focus…
Profiles of ethnic‐racial socialization from family, school, neighborhood, and the Internet: Relations to adolescent outcomes
Given that ecological models of development highlight the interacting influences of multiple environments, further research is needed that explores ethnic-racial socialization from multiple contexts. The current study explores how families, schools, neighborhoods, and the Internet jointly impact academic outcomes, critical consciousness, and psychological well-being in adolescents, both through socialization messages and experiences with racial d…
Persistent Concerns: Questions for Research on Ethnic-Racial Identity Development
Research on ethnic-racial identity (ERI) and its development has increased exponentially over the past decade. In this paper we discuss five questions that the Lifespan ERI Study Group grappled with in our effort propose a lifespan model of ERI: (1) When does ERI development begin and end? (2) How do we account for age-dependent and contextually-initiated factors in ERI? (3) Should there be a reference point for healthy ERI, and if so, what is it…
A Lifespan Model of Ethnic-Racial Identity
The current paper presents a lifespan model of ethnic-racial identity (ERI) from infancy into adulthood. We conceptualize that ethnic-racial priming during infancy prompts nascent awareness of ethnicity/race that becomes differentiated across childhood and through adulthood. We propose that the components of ERI that have been tested to date fall within five dimensions across the lifespan: ethnic-racial awareness, affiliation, attitudes, behavior…
School ethnic–racial socialization and adolescent ethnic–racial identity
The findings highlight the importance of the school context in shaping students' ethnic-racial socialization and identity. This study investigated how what adolescents learn about race/ethnicity and culture in school is associated with their ERI. The findings indicate that opportunities to learn about one's culture are related to more identity exploration and greater sense of the importance of group membership. Furthermore, opportunities to learn…
Cycles of development in learning about identities, diversity, and equity
Previous models emphasize progressive movement toward more advanced levels, but this article explains how motivation can explain movement and stalling in development. Furthermore, it analyzes the cognitive and motivational antecedents of resistance to diversity learning opportunities. The article concludes with implications for teaching and future directions for research. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Unpacking school ethnic‐racial socialization: A new conceptual model
Parents are the earliest transmitters of ethnic‐racial socialization (ERS), but transmitters within the school context become more important as youth move into adolescence. Yet, the current literature has limited frameworks to describe the transmission of ERS in schools. We propose a conceptual model that outlines the transmitters, methods, and content of school ERS as well as how school ERS can influence adolescent outcomes. Although scholars ha…
School ethnic-racial socialization and critical action among Black youth
We explore the interaction of different types of school ethnic-racial socialization, youth’s perceptions of the messages that schools and their agents broadcast about race and ethnicity, as it shapes Black youth’s critical action, the individual and collective action that youth engage in to combat oppression and racism. In particular, the co-occurrence of critical consciousness socialization (emphasizes racial inequity; CCS), cultural socializati…
Examining Critical Reflection as a Mediator Between School Racial Climate Experiences and Anti‐Racist Action
Little is known about how different school racial climate experiences influence the critical reflection and subsequent critical action behaviors of racially minoritized youth. Therefore, the current study examined how critical reflection mediated the relationship between school racial climate profiles and critical action behaviors. Participants were 559 Black and Latinx adolescents, aged 13-17 who completed an online survey. Results indicated tha…
Examining school ethnic-racial socialization in the link between race-related stress and academic well-being among African American and Latinx adolescents
Reflecting on change: Critical consciousness as a protective factor for Black youth
Implications for research on the nature and impact of CC dimensions on racial discrimination and academic attitudes are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Psychology (26 works) · Social Psychology (21 works) · Social Psychology (17 works) · Developmental psychology (16 works) · Ethnic group (16 works) · Racial and Ethnic Identity Research (16 works) · Sociology (16 works) · Early Childhood Education and Development (15 works) · Socialization (13 works) · Gender Studies (10 works)