People use social cues to determine which, among the wealth of information in the world, is worth attending to. Notably, social cues indicate not only what information is worth remembering but also what information is not. Indeed, research with adults shows that people are more likely to selectively forget information based on cues from an ingroup member than an outgroup member, suggesting that the cognitive process of forgetting can be socially driven. In the current work, we examine whether such a group-dependent process of selective forgetting is apparent already in children. Specifically, Arab-Israeli children (N = 98) aged 8-13 were introduced to a presentation with information about a summer camp program and later listened to either an ingroup (Arab-Israeli) or an outgroup (Jewish-Israeli) member repeat certain details while omitting others. Following this, participants were asked to recall the information from the presentation. We found that listening to an ingroup member impaired children's recall of unmentioned, related items more than unmentioned, unrelated items, whereas after listening to an outgroup member children were equally likely to forget both types of information. Of note, the strength of children's ethnic identification and parents' ethnic socialization goals did not impact group-dependent selective forgetting, suggesting that the effect may be led by social categorization rather than identification. The findings indicate that the cognitive process of forgetting can be socially driven already in childhood and that children's personal memory can change through interaction with ingroup members, arguably, as part of the process of developing group-shared knowledge. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Despite the importance of racial and ethnic socialization (RES) processes for Black women, RES assessment has largely been limited to youth. We expand on the literature by examining the factor structure and convergent validity of the Adolescent Racial and Ethnic Socialization Scale (ARESS). As part of a cross-sectional psychometric validation study, Black women ( n = 422) completed a modified ARESS (ERES-AR) and measures assessing race-related beliefs/attitudes, protective factors and symptoms. Exploratory Factor Analysis revealed five factors: Promotion of Pride, Active Cultural Socialization, Preparation for Bias, Passive Cultural Socialization, Promotion of Integration. In support of measure validity, Promotion of Pride was associated with identity, resilience, and depression. Active Cultural Socialization was associated with identity and resilience, while Preparation for Bias was associated with the superwoman schema, identity, belonging, resilience, rumination and worry. Passive Cultural Socialization was associated with resilience, belonging, and identity. Promotion of Integration was associated with the superwoman schema, belonging, and resilience. Our results show there are overlapping and distinct aspects of RES that are associated with meaningful psychological variables.

Despite increasing rates of suicidal thoughts and behavior among Latinx populations in the US, no prior research has examined Latinx youth and caregiver disagreement (discordance) in youth-reported thoughts of death or suicidal thoughts, as well as factors associated with discordance. Data were derived from youth aged 13-17 (M = 14.99 [SD = 1.52]) and caregivers (n = 127 dyads) who identified as Latinx/Hispanic living in a US Midwest city. The youth sample was mostly (61.7%) assigned female at birth; all youth identified as cisgender. Youth thoughts of death and suicidal thoughts were indexed with the Mood and Feelings Questionnaire. Predictors of discordance included demographics (e.g., age), youth psychopathology (e.g., internalizing and externalizing symptoms), caregiver anxiety, interpersonal factors (e.g., family conflict), and ethnic discrimination, identity, and socialization. Percent agreement and Cohen's Kappa were used to describe discordance. Univariable logistic regression was used to examine predictors of discordance calculated in two ways: (1) youth endorsement/caregiver denial, and (2) youth denial/caregiver endorsement. Among the final analytic sample of 120 dyads, agreement between caregiver and youth was minimal or weak (κ = 0.24-0.43). Caregiver and youth denial discordance were associated with nearly every predictor domain. For example, greater ethnic socialization was associated with reduced odds of caregiver denial discordance (odds ratio = 0.93, 95% confidence interval = 0.87-0.99). Discordance between reporters may be crucial for clinical conceptualization. Future research is needed to examine complex longitudinal pathways between family support, ethnic experience and discrimination, and suicidal thoughts discordance among Latinx families.

Enhancing the lives of Latino youth and families through evidence-based prevention programs designed to promote positive adjustment and reduce risk is of high public health significance. An important component of evidence-based prevention is successfully engaging participants. The goals of this study were twofold: (a) to describe children's and their caregivers' engagement in a novel family-focused prevention program targeting sibling relationships and parenting of siblings in Latino families and (b) to investigate caregiver and family cultural factors as predictors of program engagement from a socio-ecological perspective. Participants were 158 Latino families who were randomly assigned to the intervention condition and participated in pre- and post-program data collection. Attendance was high, as children averaged 9.82 of 12 sessions (SD = 2.90) and children and at least one caregiver averaged 2.28 of 3 family nights (SD = 0.92). Furthermore, caregiver ratings of program experiences indicated high satisfaction and enjoyment, and qualitative responses illustrated parents' perceived program benefits.Economic hardship was positively associatedwithfamily night attendance and program expectations for fathers, and with less clearprogram expectations for mothers. Mothers' familial ethnic socialization and fathers' familism values were associated with higher program satisfaction and clearer program expectations. In addition, fathers' familism was associated with higher family night attendance. Higher Anglo cultural orientations were related to mothers' lower attendance and fathers' clearer program expectations. Discussion considers factors associated with variability in program engagement in sibling-focused family-based prevention with Latinos and offers future directions.Registered at ClinicalTrials.gov, trial registration number NCT03706014, Intervention study start date 2018-09-29 and study completion date 2025-09-30.

212. Latine Teen Depression and Discrimination: Roles of family ethnic socialization and support

Drawing from the model of community cultural wealth, which suggests that youth from minoritized populations can draw on their cultural knowledge, networks, and skills to successfully navigate their academic contexts, the current study examined whether latent profiles of cultural capital emerged among a sample of Latino adolescents using various indicators of cultural wealth. The sample included 627 Latino adolescents (95% U.S.-born; 57% girls; 33% 9th graders, 27% 10th graders, 23% 11th graders, 18% 12th graders). Specifically, configurations of cultural wealth were analyzed based on the following dimensions: familial ethnic socialization, ethnic-racial identity components, and emotional support from Latino and non-Latino friendship networks. Research questions also included testing whether profiles characterized by greater cultural wealth exhibited better academic adjustment (i.e., emotional and behavioral academic adjustment, academic self-efficacy, and school belonging), and whether the association between ethnoracial discrimination and academic adjustment was moderated by profile membership. Findings revealed four profiles, with the largest (38%) consisting of adolescents with high cultural wealth (i.e., Achieved, High FES, High Friend Support). Furthermore, this profile exhibited better academic adjustment relative to the profiles that varied in levels of cultural wealth. When examining whether profiles with more cultural wealth also demonstrated better academic adjustment in the face of ethnoracial discrimination, findings revealed that a subgroup with more moderate cultural wealth (Moratorium, Moderate FES, High Friend Support) was more vulnerable to discrimination for most indicators of adjustment compared to all other profiles. Overall, findings extend previous variable-centered work by showing that Latino adolescents have heterogeneous experiences with cultural wealth, and examining these subgroups of adolescents provides novel insights into understanding how cultural wealth differently relates to adolescents’ academic adjustment, including in the context of ethnoracial discrimination.

As a multi-ethnic country, Indonesia will always face the challenge of social distance amongst its ethnicities. The multicultural setting has made each ethnicity possessing a different culture. This means that each ethnicity does not only perceive itself differently but also has a different perception towards the others. Such diversities made each ethnicity has its own ‘life world’. ‘Life world’ includes religious cultural traditions, collective memories, relation forms, and solidarity values inheritance. One of the most common discussed social distance issues is between Indonesian Chinese (Tionghoa) and non-Indonesian Chinese. Previous studies noted the relation between social distance with ethnic identification. Ethnic identification consequently is attached with ethnic socialisation. However, the high ethnic awareness does not automatically produce ethnic bias. The circumstance resulted due to cross-cutting affiliation. Our research focuses on such issues. This study was conducted in Jakarta and Surabaya due to the multi-ethnicities’ nature of the two cities. We employ confirmatory quantitative method as our research method in examining ethnic socialisation, social distance, and cross-cutting affiliation. We have 266 respondents (68.8% female and 31.2% male) who are Indonesian Chinese students and 18-23 years old for this research. Our research reveals the negative impacts of ethnic socialisation towards social distance as well as the role cross-cutting affiliation as moderator variable. The Indonesian Chinese youth respondents in this research show significant social distance towards non-Indonesian Chinese ethnicities. Such notable social distance resulted from the negative impacts of their ethnic socialisation experience. The most distinguished element from ethnic socialisation is cultural socialisation. The existence of cross cutting affiliation can lessen the negative impacts.

The validity and reliability of the Ethnic Identity Scale (EIS) was examined for use with Arab Americans. Sample one consisted of 156 Arab Americans (99 female; 57 male) and sample two consisted of 166 Arab Americans (103 female, 51 male, 7 nonbinary). Participants completed an online questionnaire including measures of ethnic identity, socialization, self-esteem and social desirability. A confirmatory factor analysis supported the three-factor structure of the EIS. A K-means cluster analysis classified Arab Americans into eight ethnic identity clusters. Evidence of construct validity was demonstrated across the dimensions with correlations ranging from r = .25–.35 with self-esteem, r = .48–.53 with familial ethnic socialization, and r = .15 with social desirability. Achieved positive cluster had the largest number of participants (38%) and majority of participants were placed into one of the positive clusters (75%) indicating high affirmation scores. The discussion explores clinical and research implications.

ABSTRACT Families vary in the extent to which they socialize their children about their racial or ethnic identities (i.e., family ethnic socialization). Research on family ethnic socialization has primarily been done in the United States, and there, researchers have established at least four dimensions of socialization (cultural, preparation for bias, promotion of mistrust, and egalitarianism). We adapt and extend existing measures to understand how Catholic (historically the minority group) and Protestant (historically the majority group) parents socialize their children in the post‐conflict society of Northern Ireland. Across three timepoints ( N = 192; 87% mothers; 94% White), we assessed ethno‐religious socialization in Northern Ireland. We documented variability between families in each subscale but found little evidence for systematic linear change. Further analyses showed that each subscale was uniquely related to theoretically relevant antecedents and/or consequences (i.e., strength of identity, perceived victimhood, nervousness in intergroup contact, and child prosocial behaviors).

Grounded in a culturally and psychologically informed perspective on educational equity, this study examines how teachers’ cultural congruence is associated with ethnic minority university students’ adaptation to campus life and explores the psychological processes underlying this relationship. Drawing on attachment theory, social comparison theory, and ethnic socialization theory, we developed a structural equation model in which students’ sense of belonging was specified as the central psychological mediator, while teachers’ and students’ ethnic identities were examined as contextual moderators. Using survey data from 180 undergraduates enrolled in three ethnic and normal universities in western China, structural equation modeling indicated that perceived teacher cultural congruence was strongly and positively associated with students’ school adaptation (total effect β = 0.66, p < 0.001). Further analyses showed that students’ sense of belonging significantly mediated this association (indirect effect β = 0.42, 95% CI [0.32, 0.53]), suggesting that a substantial portion of the association between cultural congruence and school adaptation operates through students’ emotional connection to the school environment. Moderation analyses revealed that teachers’ ethnic identity strengthened the association between cultural congruence and students’ sense of belonging (β = 0.19, p < 0.01), while students’ ethnic identity amplified the association between belonging and school adaptation (β = 0.21, p < 0.05), indicating a context-dependent in-group cultural resonance effect. The overall model demonstrated good fit to the data (CFI = 0.958, TLI = 0.943, RMSEA = 0.041), and all latent constructs showed satisfactory reliability and validity. Taken together, the findings suggest that teachers’ cultural congruence supports minority students’ school adaptation primarily by fostering a sense of belonging within everyday teacher–student interactions. These results highlight that educational equity is not achieved solely through institutional arrangements, but is actively constructed through culturally attuned relationships and psychological connection in the classroom context.

Negative stereotypes have often positioned the Banyumasan Javanese community as a marginalized group within the broader Javanese society. This is particularly due to their use of the ngapak dialect, which is often viewed as shameful and lacking prestige. However, this study demonstrates that Banyumasan youth today exhibit relatively high levels of self-esteem. The study involved 453 participants, using a convenience sampling method. The results from a simple mediation analysis showed a significant influence of familial ethnic socialization on the self-esteem of Banyumasan adolescents through the mediation of ethnic identity. These findings suggest that strengthening adolescents’ ethnic identity through their families’ ethnic socialization may enhance their self-esteem. Future research is recommended to focus on populations with lower levels of self-esteem and weaker ethnic identity, as the influence of familial ethnic socialization may be more evident in such groups.

ABSTRACT This qualitative study examines racial and ethnic socialization (RES) in multigenerational Somali refugee families, emphasising communication as a key mechanism for navigating identity, trauma, and intergenerational dynamics. Guided by Family Systems Theory and Family Ethnic Socialization Theory, the study draws on interviews with participants across three generational positions. Findings reveal three core communication patterns: (1) communication as a means of parental control and cultural transmission, (2) communication that maintains family homeostasis, and (3) communication as child agency and systemic feedback. These patterns underscore the dynamic, bidirectional nature of RES shaped by migration history, trauma, and racialisation in the U.S. This study fills a gap in the RES literature by centreing refugee families, often overlooked in mainstream discussions, and highlighting the complexity of identity development across generations. It also points to the emergence of adolescent-driven RES and the need for culturally humble, trauma-informed therapeutic practices that support communication and identity work within refugee family systems.

An often-underacknowledged component of racial ethnic identity development concerns youth's multiple social identities, which affect how and when youth receive racial ethnic socialization (RES) from parents and caregivers. Here, we review how a child's or adolescent's gender, immigration status, skin tone, and socioeconomic status can influence the RES they receive. Additionally, we use the social psychology model of social complexity theory to demonstrate how these social identities may present themselves in distinct ways within a single individual (whether identities are intersected, compartmentalized, etc.) using a developmental lens. Understanding how a person's multiple social identities can hold differential salience allows us to more accurately measure RES by considering the factors that may influence its presentation and prevalence. Examples and implications for how multiple identities may converge and influence RES are discussed.

This study examined how immigrant mothers’ ethnic socialization practices influence the multicultural identity and school adjustment of their adolescent children. Using data from the 2021 National Survey of Multicultural Families in Korea, this study analyzed a matched sample of 8,296 mother–child pairs and conducted ordinary least squares (OLS) regression, including interaction terms for children’s academic achievement and experiences of discrimination. The results show that cultural transmission socialization by immigrant mothers did not exhibit a significant direct effect on school adjustment; however, it had conditional effects on multicultural identity, depending on children’s academic achievement and discrimination experiences. In contrast, preparation-for-bias socialization was more closely associated with school adjustment than with multicultural identity, and its influence varied by children’s academic performance, serving as a protective factor for those with lower achievement but undermining adjustment for higher-achieving adolescents. These findings suggest that immigrant mothers’ ethnic socialization exerts context-dependent effects shaped by children’s academic achievement and social experiences. This study contributes to extending ethnic socialization research in the Korean context and offers practical implications for parent education and policy support for immigrant families.

We developed and evaluated the Affirmative Socialization for Asian American Men Measure (ASAMM), a 50-item scale assessing positive social actions that counteract gendered racism and comprise affirmative gendered racial socialization for Asian American men (AAM). Gendered racial socialization, positive male socialization, and positive social action theories informed our construct conceptualization. A targeted literature review, expert feedback, and community-based anecdotes substantiated our iteratively generated item pool and its content and face validity. Exploratory ( N = 488) and confirmatory ( N = 388) factor analysis yielded a psychometrically robust correlated 10-factor model representing the multidimensional and multilevel nature of affirmative socialization for AAM: (a) Positive Regard and Identity Validation, (b) Positive Intimacy, (c) Body Positivity, (d) AAM Emotional Connection, (e) Critical Education, (f) Affirmative Media Representation, (g) Community Representation, (h) AAM Mentors, (i) AAM Community Engagement, and (j) Cross-Racial Friendships and Male Solidarity. The ASAMM evinced strong internal consistencies (.90 to .97) and explained considerable variance (73.22%). We established criterion validity evidence by testing theoretically expected relations with indices of general racial–ethnic socialization and racial identity empowerment, racialization (gendered racism, internalized racism), behavioral health problems (depressive symptoms, loneliness), and psychological flourishing (positive mental health, resilience). The ASAMM is a promising new scale for advancing strength-based scholarship that supports identity integration and positive masculinity among AAM. Implications include advancing systemic interventions to institutionalize affirmative socialization for AAM.

ObjectiveThis study examined the associations between discrimination, social anxiety, and self-esteem among racially and ethnically minoritized college students. Additionally, we explored how ethnic-racial identity affirmation, family ethnic socialization, and school ethnic-racial composition influenced these relationships.MethodThe sample consisted of 3,257 Black, Latinx, and Asian American college students (Mage= 19.94) from 30 universities in the United States who participated in an online multi-university study.ResultsFindings revealed that discrimination was associated with increased social anxiety but not self-esteem. We also discovered that school ethnic-racial composition played a role in the relationship between discrimination and self-esteem when diversity was both high and low.ConclusionThese findings highlight the importance of understanding the role of school diversity in students' mental health and provide valuable insight for school personnel and policy makers who are dedicated to promoting more supportive school environments.

Given the increasing number of Latino/a youth in the United States who reside in rural locations and who might be prone to race- and immigrant status-related threats, more research attention is needed that focuses on cultural strengths and positive development. Ecocultural developmental theorists and prior research have postulated and found that family ethnic socialization practices, ethnic identity, and familism values are linked to a variety of positive developmental outcomes in U.S. Latino/a youth. The present longitudinal study addresses the relative dearth of cultural strength-based research among rural U.S. Latino/a youth and examines the relations among family ethnic socialization practices, ethnic identity, familism, civic responsibility, and care-based, responsive prosocial behaviors in these youth. Participants were a sample of 307 rural, U.S. Midwest, Latino/a youth (Mage = 12.21 years; 46.5% girls). Youth completed measures of family ethnic socialization practices, ethnic identity affirmation, and familism values at Time 1 and civic responsibility and youth care-based, responsive prosocial behaviors 1 year later. Significant indirect associations between family ethnic socialization and youth's care-based prosocial behaviors via ethnic identity, familism, and civic responsibility were found. There were additional direct associations among family ethnic socialization, familism, ethnic identity, civic responsibility, and care-based prosocial behaviors. The findings highlight the central role of culture-group- related mechanisms (ethnic identity and familism) and civic responsibility in understanding the links between family ethnic socialization practices and care-based, responsive prosocial behaviors in rural Midwest U.S. Latino/a youth. These findings are generally in accord with ecocultural strength-based and parental socialization models and have important implications for policy and program interventions aimed at fostering civic and prosocial development in rural ethnic/racial minoritized populations.

Youth-directed racial–ethnic socialization and family processes in Asian immigrant families.

Abstract ObjectiveWe aimed to explore the domains of white German parents' racial–ethnic socialization (RES) in a superdiverse context.BackgroundWhite individuals are becoming numerical minorities in many Western European cities, yet systemic racism and white supremacy remain widespread. In this context, some white individuals embrace diversity, whereas others perceive it as a threat. Understanding white parents' RES in diverse contexts is crucial, as parents play a pivotal role in shaping their children's beliefs and behaviors.MethodWe conducted qualitative interviews with 12 white German parents of elementary school–aged children and employed reflexive thematic analysis to analyze the data.ResultsWe identified four main themes: silence about race and racism, adhering to white normativity, overtly reinforcing racism, and diversity socialization.ConclusionRES among white parents is a mechanism that can uphold or resist white supremacy. All parents' messaging included aspects of both, indicating an ongoing embrace of white privilege in this superdiverse context, but also an emerging consciousness of inequality.ImplicationsFostering environments that reject white supremacy demands change at all systemic levels. Interventions to bridge the gap between emerging awareness and concrete actions, guiding parents in addressing racial–ethnic topics, are one vital puzzle piece to disrupt the intergenerational transmission of racism.

Supplemental Material for The Protective and Promotive Effects of Parent Racial–Ethnic Socialization on Asian American Adolescents’ Psychosocial Well-Being: A Daily-Diary Study