Courts often assume that youth and adult suspects are equally capable of making decisions about whether to talk to police officers—decisions that carry serious long-term consequences. In Miranda v. Arizona, the Supreme Court ruled that prior to custodial interrogation, police officers must remind suspects of their rights to silence and legal counsel, and a suspect must waive their rights “voluntarily, knowingly, and intelligently” for police to continue questioning. This legal standard was extended to youth without affording them additional protections, despite decades of research on adolescent cognitive and socioemotional development demonstrating that youth have inherent difficulties understanding and appreciating their Miranda rights. Navigating interrogation situations is likely even more challenging for youth of color, who not only face disadvantages due to their developmental immaturity, but also systemic racism within the legal system. As biased police practices put youth of color at a higher risk of police contact, it is especially important to consider how adolescent development and racial bias interact to impact youths’ ability to make valid Miranda waivers. Researchers and legal advocates have made multiple youth interrogation reform recommendations, but many of these recommendations fall short by failing to take into full account the impact of adolescent development and racial bias on youths’ ability to navigate interrogation. This paper analyzes proposals for reform through a developmental and racial equity lens and makes recommendations about future research needed to determine the most effective way to protect youth during interrogation.

Colorism is a social construct privileging lighter-skinned people of color with proximity to European features over their darker-skinned counterparts. Despite the significant role in the lives of Black women and girls, colorism is an overlooked and understudied phenomenon, particularly regarding how it shapes their punishment and criminalization in schools. We conceptualize colorism as a social determinant of Black girls’ psychological well-being and outcomes. Darker-skinned Black girls face disproportionately severe school discipline, negative evaluation by teachers and peers, and are inundated with stereotypical messages that influence their sense of self—which increase vulnerability to trauma and psychological distress. Once inside the legal system, colorism plays a role in moving dark-skinned Black girls further into and through the pipeline at every stage of legal processing. The goal of the paper is to (1) highlight the role of colorism in the criminalization of Black girls, (2) identify school, forensic, and counseling/clinical psychology’s role in reducing the impact of colorism on Black girls’ lived experience as it relates to mental health and criminalization, and (3) identify psychological research and policy needs to mitigate the impact of colorism on Black girls’ life outcomes.