Research links racial identity to important developmental outcomes among African American adolescents, but less is known about the contextual experiences that shape youths' racial identity. In a sample of 491 African American adolescents (48% female), associations of youth-reported experiences of racial discrimination and parental messages about preparation for racial bias with adolescents' later racial identity were examined. Cluster analysis resulted in four profiles of adolescents varying in reported frequency of racial discrimination from teachers and peers at school and frequency of parental racial discrimination coping messages during adolescents' 8th grade year. Boys were disproportionately over-represented in the cluster of youth experiencing more frequent discrimination but receiving fewer parental discrimination coping messages, relative to the overall sample. Also examined were clusters of adolescents' 11th grade racial identity attitudes about the importance of race (centrality), personal group affect (private regard), and perceptions of societal beliefs about African Americans (public regard). Girls and boys did not differ in their representation in racial identity clusters, but 8th grade discrimination/parent messages clusters were associated with 11th grade racial identity cluster membership, and these associations varied across gender groups. Boys experiencing more frequent discrimination but fewer parental coping messages were over-represented in the racial identity cluster characterized by low centrality, low private regard, and average public regard. The findings suggest that adolescents who experience racial discrimination but receive fewer parental supports for negotiating and coping with discrimination may be at heightened risk for internalizing stigmatizing experiences. Also, the findings suggest the need to consider the context of gender in adolescents' racial discrimination and parental racial socialization.

Experiencing an early pubertal transition has been shown to increase the risk for internalizing and externalizing outcomes among girls. It is less clear how the expectations of other individuals can be critical determinants of vulnerability for early developers. This study used an experimental design to examine whether the expectations of teachers might be influenced by girls' pubertal timing (early, on-time, late) and race (Black, White). Elementary school teachers (N = 220; M age = 43 years; 91% female; 84% White) were randomly shown behavior vignettes consisting of drawings of girls in varying stages of pubertal development. They then rated each girl's future academic/ social functioning. Results demonstrated that teachers expected White and Black early developers to have more academic/social problems. Teachers also ascribed more academic/social problems to Black early developers relative to White early developers. The findings offer new insights into the synergistic linkages between pubertal timing and teachers' expectations, with girls' race accentuating this relationship.

Stressors from multiple sources, across the life-course, may have independent and joint associations with preterm birth (PTB) risk in African American women. Using data from the Life-course Influences on Fetal Environments Study (LIFE; 2009–2011) of post-partum African American women from Metropolitan Detroit, Michigan (n=1365), we examined the association between perceived stress and PTB, and effect modification by perceptions of early-life neighborhood social control and disorder. We defined PTB as birth before 37 completed weeks of gestation. We used Cohen’s Perceived Stress scale, and valid and reliable scales of early-life (age 10) neighborhood social control and social disorder to quantify exposures. We estimated prevalence ratios (PR) and 95% confidence intervals (CI) with log binomial regression models- with separate interaction terms for perceived stress and each early-life neighborhood scale. We considered p < 0.10 significant for interaction terms. PTB occurred in 16.4% (n=224) of the study participants. In the total sample, perceived stress was not associated with PTB rates. However, there was suggestive evidence of a joint association between perceived stress and early-life neighborhood social disorder (p for interaction = 0.06), such that among women who reported high early-life neighborhood social disorder (n=660), perceived stress was positively associated with PTB (adjusted PR: 1.31; 95% CI: 1.05, 1.63). There was no association between perceived stress and PTB for women in the low early-life neighborhood social disorder strata (n=651) (adjusted PR: 0.95, 95% CI: 0.75, 1.21). There was no evidence that early-life neighborhood social control modified the association between perceived stress and PTB. Our results suggest that early-life neighborhood stressors may magnify the association between current perceived stress and PTB rates, in African American women. More research to confirm and explicate the biologic and/or psychosocial mechanisms of the reported association is warranted.

Aim/Purpose: We sought to understand factors that dissuade engineering and computing doctoral students in the United States from pursuing a career in the professoriate. Background: Many PhD students start the doctoral process excited about the possibility of becoming a professor. After a few years of doctoral education, however, many become less interested in academic careers or even come to loathe the idea of a faculty position. Methodology: Participants in a larger study (N = 744) completed a comprehensive survey about their educational experiences and career aspirations. This study focused on a subset of these respondents (n = 147), who indicated they did not want to pursue faculty positions and explained their reasoning with a brief open-ended response. We coded these open-ended responses. Contribution: We found a general lack of interest in the professoriate and disgust over the associated pressure-filled norms and culture; this aversion is the article’s focus. Respondents were critical of institutional norms that emphasize research (e.g., stress related to grant writing, publishing, and promotion as junior faculty) and described their own experiences as PhD students. Findings: Findings support rethinking the outdated faculty model and interchanging it with healthier and more holistic approaches. Recommendations for Practitioners: These approaches might include advocating for and emphasizing the contributions of research, teaching, and professional excellence as well as removing the secrecy and toxicity of tenure and promotion that discourage individuals from becoming the next generation of engineering and computing educators and knowledge makers. Recommendation for Researchers: Future researchers should explore in greater depth the extent to which junior faculty’s experiences in the professoriate influence doctoral students’ and postdoctoral scholars’ attitudes toward working in academia. To the extent that this is the case, researchers should then explore ways of improving faculty experiences, in addition to improving doctoral students’ experiences that are unrelated to their socialization. Impact on Society: Having a deeper understanding of the reasons why some doctoral engineering and computing students are uninterested in the professoriate is critical for removing barriers toward becoming faculty. Future Research: Researchers should explore the factors that would improve doctoral students’ perceptions of the professoriate, and better understand how they might disproportionately affect members of historically underrepresented groups.

Future studies should examine other potential effect modifiers to identify novel factors predictive or protective for late stage at breast cancer diagnosis associated with rural-urban residence.