Black Youths' perceptions of school cultural pluralism, school climate and the mediating role of racial identity.

Researchers have become interested in the school climate experiences of Black youth given findings of less positive evaluations of school climate in comparison to their other-race peers. School support for cultural pluralism, also referred to as school support for cultural diversity, has been regarded as one aspect of school climate, but is sometimes distinct from Black youth's ratings of general perceptions of school climate. This project sought to understand the relationship between Black students' perceptions of school support for cultural pluralism and perceptions of school climate. Structural equation modeling techniques were used to determine whether previous perceptions of school support for cultural pluralism predicted later perceptions of school climate in a sample of 336 Black adolescents (Mage = 13.74 years). Furthermore, racial identity was explored as the mechanism through which school support for cultural pluralism impacted school climate appraisals, and differences between Black boys (N = 151) and Black girls (N = 185) were tested. Results confirmed that Black youth who rated their school as being supportive of culturally pluralism had more positive ratings of school climate during the following school year after controlling for the previous year's school climate ratings. However, the mediating role of racial identity differed for Black boys and Black girls, underscoring the need for intersectional research for Black youth and the importance of racial identity. We conclude with a discussion regarding the importance of racial/ethnic identity and pluralism within the school context, as well as, the unique role of school psychologists as preventionists and advocates of change within schools.

Parental ethnic-racial socialization practices and children of color's psychosocial and behavioral adjustment: A systematic review and meta-analysis.

Despite increasing empirical research documenting the association between parental ethnic-racial socialization and youth of color's psychosocial well-being, evidence on the extent to which ethnic-racial socialization practices are linked to youth outcomes and potential variation in these relations remains equivocal. In the current study, a meta-analysis of 102 studies with 803 effect sizes and 27,221 participants reveals that overall ethnic-racial socialization was positively, albeit modestly, associated with self-perceptions, interpersonal relationship quality, and internalizing behavior. Ethnic-racial socialization's overall association with externalizing behavior was nonsignificant. Moreover, ethnic-racial socialization's connection to psychosocial outcomes varied by the subtype that parents used, the developmental stage and race/ethnicity of the target child, and the reporter of ethnic-racial socialization. In particular, cultural socialization was positively associated with self-perceptions and interpersonal relationship quality and negatively associated with externalizing behaviors. In addition, ethnic-racial socialization's positive association with self-perceptions was strongest in early adolescence and among African American youth. These findings underscore the complexity of parental ethnic-racial socialization practices and the need for a nuanced perspective on it. Implications for parenting practices and future research are discussed. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Parental Ethnic-Racial Socialization and Children of Color's Academic Success: A Meta-Analytic Review.

Increased attention is being placed on the importance of ethnic-racial socialization in children of color's academic outcomes. Synthesizing research on the effects of parental ethnic-racial socialization, this meta-analysis of 37 studies reveals that overall the relation between ethnic-racial socialization and academic outcomes was positive, though the strength varied by the specific academic outcome under consideration, dimension of ethnic-racial socialization utilized, developmental age of the child receiving the socialization, and racial/ethnic group implementing the socialization. Ethnic-racial socialization was positively related to academic performance, motivation, and engagement, with motivation being the strongest outcome. Most dimensions of ethnic-racial socialization were positively related to academic outcomes, except for promotion of mistrust. In addition, the link between ethnic-racial socialization and academic outcomes was strongest for middle school and college students, and when looking across ethnic-racial groups, this link was strongest for African American youth. The results suggest that different dimensions of ethnic-racial socialization have distinct relationships with diverse academic outcomes and that the effects of ethnic-racial socialization vary by both youth developmental levels and racial/ethnic groups.

The Relationships Among Perceived Discrimination, Marianismo Gender Role Attitudes, Racial-Ethnic Socialization, Coping Styles, and Mental Health Outcomes in Latina College Students.

The current study examined the links between perceived discrimination, marianismo gender role beliefs, racial-ethnic socialization (preparation for bias), coping strategies (engagement vs. disengagement), and mental health outcomes among 211 Latina college students. First, the authors investigated predictions about mediation effects of ethnic socialization and marianismo in the association between perceived discrimination and coping strategies. Second, they tested predictions about mediation effects of coping strategies in the link between perceived discrimination and mental health outcomes. Results of path analyses showed that perceived discrimination was positively related to familismo and spiritual marianismo pillars, preparation for bias, and engagement coping strategies. Furthermore, the link between perceived discrimination and engagement coping strategies was partially mediated via preparation for bias. Finally, perceived discrimination, disengagement coping strategies and self-silencing marianismo attitudes were negatively linked to mental health. Overall, these findings highlight the complex ways in which coping strategies are linked with one's ethnic and gender socialization and related to perceived discrimination and mental health outcomes. El presente estudio examinó las relaciones entre la discriminación percibida, la socialización étnicaracial (preparación de discriminación), roles de marianismo creencias, estrategias (de compromiso frente a la desconexión) y los resultados de salud mental entre los 211 estudiantes universitarias Latinas. Primero, se investigó predicciones sobre los efectos de mediación de socialización étnica y el marianismo en la asociación entre las estrategias de afrontamiento y la discriminación percibida. También, investigamos las predicciones acerca de los efectos de mediación de las estrategias de supervivencia en la relación entre la discriminación percibida y el salud mental. Los resultados de los análisis mostraron que discriminación percibida fue relacionado positivamente con la preparación para la discriminación, el familismo y pilares Marianismo espirituales, así como las estrategias de participación de afrontamiento. Además, la relación entre las estrategias de afrontamiento de compromiso y la discriminación percibida fue parcialmente mediada a través de la preparación de discriminación. Finalmente, la discriminación percibida, las estrategias de afrontamiento y "selfsilencing" Marianismo actitudes estaban relacionado negativamente a la salud mental. En general, estos resultados ponen de relieve las complejas formas en que las estrategias de afrontamiento están vinculados con la propia socialización étnica y de género y relacionadas con la discriminación percibida y los resultados de salud mental.

Promoting diversity through program websites: A multicultural content analysis of school psychology program websites.

The recruitment of culturally and linguistically diverse students to graduate programs is critical to the overall growth and development of school psychology as a field. Program websites serve as an effective recruitment tool for attracting prospective students, yet there is limited research on how school psychology programs use their websites to recruit diverse students. The purpose of this study was to evaluate whether school psychology program websites include sufficient levels of diversity-related content critical for attracting diverse applicants. The website content of 250 professional psychology programs (165 school psychology training programs and 85 clinical and counseling psychology programs) were examined for the presence of themes of diversity and multiculturalism that prospective racially/ethnically and linguistically diverse students deem important for selecting a graduate program. Results indicated that school psychology programs had less diversity-related content on their program's website relative to clinical and counseling psychology programs.' Implications for improving recruitment of racially/ethnically and linguistically diverse students through websites are discussed. (PsycINFO Database Record