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This study investigated whether parental racial socialization practices moderated the relation between racial discrimination in school and adolescents' educational outcomes. Using data from a longitudinal study of an economically diverse sample of 630 African American adolescents (mean age = 14.5) from a major East Coast metropolis, the results revealed that cultural socialization attenuated the effect of teacher discrimination on grade point average (GPA) and educational aspirations, as well as the effect of peer discrimination on GPA. Also, preparation for bias and cultural socialization interacted to make unique contributions to African American adolescents' educational outcomes. Finally, there was some evidence that teacher discrimination was more detrimental to the academic engagement of African American males than females. Implications for research and practice are discussed.

Research on parental educational involvement has been organized into three overarching domains—home-based involvement, school-based involvement, and academic socialization. Conventional empirical work in these domains typically centers involvement strategies around White, middle-class experiences rather than examining how optimal parenting approaches vary by race and context. Even fewer studies have explored the manifestations of involvement across these categories in underresourced urban educational settings. In response, the current study draws on the voices of African American parents and their children attending urban public schools to describe the distinct approaches to home-based involvement, school-based involvement, and academic socialization that parents use to ensure a quality education for their children. Findings demonstrate how African American parents engage in racially infused and contextually tailored navigational involvement approaches as they seek to offset the effects of inhibiting educational contexts. Results add ecological nuance and new typologies to how parental involvement in education is conceptualized across the settings.

The role of racial stereotypes in youth’s academic achievement becomes salient during adolescence. Yet, very few studies have investigated whether associations between Black and White American adolescents’ stereotype endorsement and their cognitive engagement, mindset beliefs, and performance in math differed by stereotype valence (i.e., positive versus negative) and youth gender. To address these gaps, this 3-year longitudinal study (n = 2546; age range = 11–16; 50% males, 60% White, 40% Black; 57% qualified for free lunch) investigated (a) whether Black and White American adolescents’ endorsement of positive and negative racial stereotypes differentially related to their cognitive engagement, ability mindset, and math performance and (b) whether gender moderated these relations. The results revealed that endorsing either negative or positive racial stereotypes (as opposed to those with unbiased beliefs) was linked to lower cognitive engagement and stronger fixed mindsets in math 1 year after, while endorsing negative racial stereotypes was linked to lower math scores. In addition, the intersection of adolescents’ race and gender moderated some of the observed effects. The inverse link between negative stereotype endorsement and math cognitive engagement was significant for Black girls but not for Black boys. The positive link between negative stereotype endorsement and fixed math ability mindset was stronger for Black girls than Black boys, whereas the link was stronger for White boys than White girls. These findings shed light on the direction and strength of the links between racial stereotype valence and math outcomes among Black and White youth.

Racial stress and trauma negatively impact the psychological and academic outcomes of Black youth. Riana Elyse Anderson, Farzana Saleem, and James Huguley encourage parents and teachers to explore racial experiences and resulting stress and trauma through racial socialization, or competent conversations and behaviors regarding race and racism, to reduce problematic outcomes. They highlight opportunities for schools, teachers, and families to: 1) create a racial climate at school that affirms discussions about race, racial identity, racism, and coping options; 2) increase teacher training to foster competent classroom practices; and 3) foster safe and supported opportunities for growth for all, including teachers, parents, and students.

In this study, we examine the intersections and divergences of class- and race-based parenting motivations and practices as they connect to education through an exploration of the purposeful, race-conscious ways that a socioeconomically mixed sample of Black families approaches and practices academic and social enrichment and development. Drawing from focus groups and interviews with 28 African American caregivers and their middle school children, we propose the concept of racialized compensatory cultivation to describe the racialized ways Black parents across socioeconomic classes understand and engage in educationally focused enrichment practices. We add to the body of work that actively challenges the centering of White, middle-class caregiving norms and connections to schools as the dominant and most effective practices and strategies.

Recent studies suggest that anti-achievement attitudes and behaviors that are specific to black students occur most commonly in integrated or predominantly white school contexts. Accordingly, this study examines the degree to which racial differences in achievement-related attitudes and behaviors (collectively called academic orientations) actually contribute to corresponding differences in academic performance among nearly 25,000 students attending integrated secondary schools in the United States. The findings suggest that when controlling for socioeconomic status indicators, black students exhibit more pro-academic orientations than their white counterparts. School racial composition did not significantly influence these dynamics, and the racial composition of black students' friend groups showed modest but inconsistent influence on academic orientations. Finally, the authors demonstrate that racial differences in expressed academic orientations have only negligible consequences for student performance, and thus do not show much promise for explaining or remedying black/white achievement disparities in secondary schools.

Prior research has shown that parents’ educational expectations contribute positively to several student academic outcomes, including grades in school, standardized test scores, and school completion. These expectations are typically conceptualized as long-term educational attainment beliefs, and consequently, it remains unclear how parents’ short-term expectations for performance (i.e., grades in school) impact their children’s academic success. It is conceivable, for example, that the greater immediacy and actionability of short-term performance expectations make them highly important to student achievement as well. Moreover, previous research on parents’ expectations of any type has rarely considered African American families specifically. In response, the present study uses hierarchical regression modeling with an intra-racially diverse longitudinal sample of African American families to examine the degree to which African American parents’ short- and long-term educational expectations simultaneously impact their children’s academic achievement. Results suggest that independent of prior performance and social background, African American parents’ short-term requirements for performance are more important to their children’s grades in school than are expectations for long-term attainment. This finding was likely obfuscated in prior research by a lack of simultaneous consideration of short- and long-term expectations, particularly in the African American family context. Implications for research and practice are discussed.