The Impact of African American Parents' Racial Discrimination Experiences and Perceived Neighborhood Cohesion on their Racial Socialization Practices.

Parental racial socialization is a parenting tool used to prepare African American adolescents for managing racial stressors. While it is known that parents' racial discrimination experiences affect the racial socialization messages they provide, little is known about the influence of factors that promote supportive and communal parenting, such as perceived neighborhood cohesion. In cohesive neighborhoods, neighbors may help parents address racial discrimination by monitoring youth and conveying racial socialization messages; additionally, the effect of neighborhood cohesion on parents' racial socialization may differ for boys and girls because parents socialize adolescents about race differently based on expected encounters with racial discrimination. Therefore, the current study examines how parents' perception of neighborhood cohesion and adolescents' gender moderate associations between parents' racial discrimination experiences and the racial socialization messages they deliver to their adolescents. Participants were a community sample of 608 African American adolescents (54 % girls; mean age = 15.5) and their primary caregivers (86 % biological mothers; mean age = 42.0). Structural equation modeling indicated that parental racial discrimination was associated with more promotion of mistrust messages for boys and girls in communities with low neighborhood cohesion. In addition, parental racial discrimination was associated with more cultural socialization messages about racial pride and history for boys in neighborhoods with low neighborhood cohesion. The findings suggest that parents' racial socialization messages are influenced by their own racial discrimination experiences and the cohesiveness of the neighborhood; furthermore, the content of parental messages delivered varies based on adolescents' gender.

The manifestation of depression in the context of urban poverty: a factor analysis of the Children's Depression Inventory in low-income urban youth.

The current study used confirmatory factor analysis (CFA) to compare the fit of 2 factor structures for the Children's Depression Inventory (CDI) in an urban community sample of low-income youth. Results suggest that the 6-factor model developed by Craighead and colleagues (1998) was a strong fit to the pattern of symptoms reported by low-income urban youth and was a superior fit with these data than the original 5-factor model of the CDI (Kovacs, 1992). Additionally, results indicated that all 6 factors from the Craighead model contributed to the measurement of depression, including School Problems and Externalizing Problems especially for older adolescents. This pattern of findings may reflect distinct contextual influences of urban poverty on the manifestation and measurement of depression in youth.

Development of cities mentor project: an intervention to improve academic outcomes for low-income urban youth through instruction in effective coping supported by mentoring relationships and protective settings.

This manuscript summarizes an iterative process used to develop a new intervention for low-income urban youth at risk for negative academic outcomes (e.g., disengagement, failure, drop-out). A series of seven steps, building incrementally one upon the other, are described: 1) identify targets of the intervention; 2) develop logic model; 3) identify effective elements of targets; 4) vet intervention with stakeholders; 5) develop models for sustaining the intervention; 6) develop measures of relevant constructs currently missing from the literature; 7) assess feasibility and usability of the intervention. Methods used to accomplish these steps include basic research studies, literature reviews, meta-analyses, focus groups, community advisory meetings, consultations with scholarly consultants, and piloting. The resulting intervention provides early adolescents in low-income urban communities with a) training in contextually relevant coping, b) connection to mentors who support youth's developing coping strategies, and c) connection to youth-serving community organizations, where youth receive additional support.