The current study examined whether youth perceptions of school racial messages that acknowledged the reality of racism (critical consciousness [CC] messages) or denied racism (color-blind messages) predicted youth anti-racism action through interpersonal and communal/political means.We further tested whether youths' critical reflection of perceived inequality and anger toward social injusticepsychological aspects of CC development-mediated relations between school messages and youth actions. These questions were explored using structural equation modeling with 372 racially/ethnically diverse adolescents (M age = 17.00; standard deviation = 1.29; female = 51.0%). Results indicated that youth perceptions of CC messages predicted their involvement in both interpersonal and communal/ political anti-racism action. Youths' anger toward social injustice mediated links between school racial messages and anti-racism action, albeit in unique ways. These findings underscore the power of schools in prompting youth antiracism action. Implications of the importance of partnerships between schools and youth community organizing groups to stimulate youth anti-racism action were discussed.

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Research has sought to understand how parents socialize their children around race and ethnicity, but few studies have considered how contexts outside the home are also important sources of socialization. In this paper we review and integrate literature on practices in school settings that have implications for ethnicracial socialization using a framework based on Hughes et al. (Dev Psychol 42(5):747-770, 2006) review of parental socialization. The practices reviewed include cultural socialization, preparation for bias, promotion of mistrust, egalitarianism, colorblindness, and silence. Our review shows a wide range of practices in education that may influence the development of ethnic-racial identity and ethnic-racial consciousness, but more research is needed to understand the role that schools play in developing African American youth's understanding of race and identity.

Abstract— This review considers the relation between racial socialization and positive youth development in African American families. A central premise is that positive youth outcomes (competence, confidence, character, connection, and caring) are often directly supported through traditional racial socialization messages (such as cultural socialization, preparation for bias, self‐worth, and egalitarianism). The review draws contrasts between the more prevalent risk and resilience models and positive youth development, and makes recommendations for future research directions.

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