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Few studies examine how neighborhood structural factors (e.g., socioeconomic status [SES] and diversity) and perceived disorder may influence the messages parents communicate to their youth about race/ethnicity. Guided by the integrative model and social disorganization theory, this study examines how parents' ethnic–racial socialization messages (ERS) are shaped by the broader environment. Data come from the MacArthur Studies of Diversity in Midlife. Latinx and African American parents N = 508 (Mage = 39) with a child between 6‐ and 17‐years old living in two urban US cities were included. Cultural perceptions were assessed at both the individual level (e.g., perceived discrimination and ethnic affirmation) and neighborhood level along with demographic and structural neighborhood characteristics at the individual and neighborhood level, respectively. Multilevel analyses revealed that at both the individual level and neighborhood levels, perceived neighborhood problems were associated with more frequent messages about ethnicity and race (e.g., cultural socialization and preparation for bias). In addition, neighborhood‐level affirmation promoted cultural messages; in contrast, neighborhood‐level discrimination experiences positively impacted preparation for unfair treatment. Results reveal how parents' ERS is informed by their own characteristics as well as neighborhood factors. Further, cross‐level interactions were found. Findings are discussed in terms of contextual and cultural‐developmental theorizing about parenting.

This study examined thematic patterns of parents’ engaged coping messages in response to their adolescents’ negative race‐based experiences. Ten focus groups were conducted with 73 Black parents from a Southeastern city (73% female). Using modified grounded theory, narratives that supported adolescent engaged coping were coded for three ethnic‐racial socialization messages, the perpetrator, and the setting, followed by inductive (open) coding. The majority of experiences were school‐related. Themes were informed by parents’ critical engagement, ethnic‐racial socialization, and engaged racial coping. Findings revealed that parents advised a repertoire of engaged coping strategies, from actively confronting interpersonal perpetrators (e.g., peers), to critically engaging with institutional perpetrators. Strategies to develop adolescents’ critical reflection and anti‐racism actions to dismantle racism across contexts are discussed.

The development of anti‐racist ideology in adolescence and emerging adulthood is informed by parent socialization, parenting style, and cross‐race friendships. This study used longitudinal, multi‐reporter survey data from White youth and their parents in Maryland to examine links between parents' racial attitudes when youth were in eleventh grade in 1996 (N = 453; 52% female; Mage = 17.12) and the youths' anti‐racist ideology (acknowledgment of anti‐Black discrimination and support for affirmative action) 1 year after high school in 1998. This study also examined whether these associations varied based on authoritative parenting and the number of cross‐race friendships. Positive parent racial attitudes toward racially and ethnically minoritized populations predicted higher anti‐racist ideology in the independent contexts of more cross‐race friendships and low authoritative parenting.

most known for his influential and highly cited Multidimensional Model of Racial Identity (MMRI), is one of the most prolific and foundational Black scholars in psychology. From racial identity theory development and measurement to conceptual and methodological innovations in studying the lived experiences of Black people, Sellers' scholarship centers on the lives of Black communities. Sellers' mentorship and contributions to the professional development of scholars and professionals of color have supported and catalyzed new intergenerational knowledge building by these scholars, ensuring a perpetuating and far-reaching legacy in psychology. In this article, we: (a) celebrate Sellers' enduring contribution to the racial identity literature and its profound impact on psychology as a discipline as well as numerous subfields of psychology, (b) outline his contributions to the racial socialization literature, (c) describe methodological innovations in racial identity and racial socialization research advanced through his scholarship, and (d) summarize his con-