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Political activism is one way racially/ethnically marginalized youth can combat institutional discrimination and seek legislative change toward equality and justice. In the current study, we examine participation in #BlackLivesMatter (BLM) and advocacy for Deferred Action for Childhood Arrivals (DACA) as political activism popular among youth. Participants were 533 Black and Latino college students. We found that both Black and Latino students reported more involvement in BLM than DACA. There were no gender differences in participation for Black students, but Latina women reported greater participation in BLM and DACA than Latino men. We also tested whether demographic characteristics, racial/ethnic microaggressions, and political efficacy predict BLM and DACA involvement. For Black students, prior political activism predicted involvement in BLM and DACA and immigration status predicted DACA involvement. For Latino students, more experiences of racial/ethnic microaggressions predicted involvement in BLM and DACA and political efficacy predicted DACA involvement. Findings highlight rates of participation in modern sociopolitical movements and expand our understanding of how psychological factors may differentially promote activism for Black and Latino college students.

Political activism serves as a protective factor to mitigate the negative effect of R/E discrimination on stress and depressive symptoms for Latinx students. For Black students, higher levels of political activism may exacerbate experiences of R/E microaggressions and relate to more stress and anxiety compared with Black students who are less politically involved. Findings point to the need for a deeper understanding of phenomenological variation in experiences of microaggressions among R/E minorities and how students leverage political activism as an adaptive coping strategy to mitigate race-related stress during college. (PsycINFO Database Record

Research examining links between racial-ethnic microaggressions and educational and psychological outcomes can be improved with the development of brief and reliable measurement tools. Our brief School-Based Racial and Ethnic Microaggressions Scale addresses this gap. First, we examined the prevalence of school-based microaggressions among an analytic sample of 462 Black and Latinx students attending five historically White universities in the Midwest. Then, we examined the association between school-based microaggressions and depressive symptoms and academic achievement. An exploratory principal components analysis of Wave 1 data and a confirmatory factor analysis of Wave 3 data validated a three-factor model: (a) Academic Inferiority, (b) Expectations of Aggression, and (c) Stereotypical Misrepresentations. Students’ exposure to microaggressions and its effects were conditional on individual and school characteristics.

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This article calls for a fuller integration of racial and ethnic identity (REI) as a fundamental topic of developmental research. Reviewing common, youth‐focused models of REI, it suggests the need for understanding the underlying assumptions of each when undertaking research in this domain. It then proposes that youth development research will be enhanced by further testing of the relation of REI to developmental progress in other dimensions of youth's identity and by developmentally conceptualized testing that incorporates social‐ecological perspectives. Relevant findings from studies of adolescents are used throughout to support these contentions. The article argues that new directions can promote the integration of REI research into the mainstream and inform the supports that bolster resilience for youth.

Objectives: The current study examines how general racial discrimination, discrimination from family, and racial identity invalidation impact Multiracial 1 people's mental health. Methods: Multiracial participants (n = 464) completed online surveys that assessed their mental health and experiences of various dimensions of discrimination. Results: At the bivariate level, all dimensions of discrimination related to negative mental health outcomes. Results of path analysis with discrimination dimensions entered simultaneously as predictor variables indicated that discrimination from family, behavioral invalidation, and phenotype invalidation predicted maladjustment, whereas general racial discrimination did not. Latent classes were constructed to represent various profiles of discriminatory experiences. Low discrimination (n = 212), high discrimination (n = 49), racial identity invalidation (n = 154), and general-familial discrimination (n = 58) classes arose. The low discrimination class reported the best mental health outcomes, whereas the high discrimination class reported the worst mental health outcomes; the racial identity invalidation and general-familial discrimination classes reported similar mental health outcomes that fell in between the low and high discrimination classes. Conclusions: Findings highlight how the combination of racial discrimination dimensions influence Multiracial people's mental health and emphasize the need to address unique forms of discrimination specific to Multiracial people. Public Significance StatementFindings from the current study indicate that discrimination from family and identity invalidation play unique roles in negatively influencing Multiracial people's mental health. Multiracial individuals experiencing multiple types of racial discrimination and those experiencing multiple types of identity invalidation have similar health outcomes. These findings help explain the unique stressors Multiracial people face that make them vulnerable to poorer mental health outcomes.