Beginning with a historical overview of the construction of whiteness, we identify gaps in extant scholarship and provide conceptual, contextual, and methodological considerations for confronting whiteness by advancing critical white ethnic-racial socialization (ERS) research. First, we consider the mutually influential developmental processes of ERS experiences and the iterative nature of ethnicracial identity (ERI) formation among white children and youth. Second, we address how methodological approaches such as person-centered analysis (PCA) can yield nuanced insight into white ERS processes by helping identify varying developmental pathways that promote antiracist identity development. Third, we highlight the role of online spaces as a formative ecological context through which white children and youth experience ERS processes and

The sociopolitical context for immigrant‐origin (I‐O) youth's civic development in the U.S. has dramatically shifted in the years following the 2016 election (e.g., heightened xenophobia). I‐O children comprise 26% of young people in the U.S. and include those born outside the U.S. (first generation) and those with at least one parent born outside the U.S. (second generation). Using a qualitative approach, this study examined how I‐O youth (N = 65, M = 16.22 years) experienced and engaged with the phenomena of the 2020 election season amidst recent economic, political, and social consequences from the pandemic and the current social movements against systemic racism. Findings expand our understanding of how I‐O youth engage as political actors by examining the processes surrounding their sociopolitical development.

White text boxes represent the three phases of the teacher and student participation in the school-wide program. Gray text boxes represent the phases of the EB class (N = 20) participation in the yPAR project designing, implementing, and evaluating the school-wide program. FALL WINTER/SPRING5 Data reported here are from publicly available records regarding the school, which does not provide a breakdown of ethnicity by race.

Recent work regarding children’s rights has advocated for research in non-Western settings and with participants who are ethnic/racial minorities. We addressed these issues through secondary analysis of interviews with 63 mixed-race South African children (9-, 11-, and 13-year olds) and their mothers. Participants’ responses to hypothetical vignettes depicting children’s nurturance and self-determination rights scenarios were coded using social cognitive domain theory and subsequently analysed with mixed-design anovas. Outcomes figured prominently in children’s and mothers’ reasoning. Moral reasoning was primarily invoked when discussing the right to privacy, extending earlier work and suggesting the importance of privacy across cultural contexts.

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