Why do White Americans perceive less racism than Black Americans? Two provocative studies on the Marley hypothesis suggest that White Americans are more ignorant of historical instances of racism than Black Americans and that ignorance of history mediates racial differences in perceptions of racism. We conducted two replications of the Marley hypothesis in a different institutional and regional context than prior studies. In contrast with prior findings, the difference between White and Black Americans knowledge of historical racism was not significant in either of our replications and was dramatically smaller than that obtained in prior studies. Thus, the present research failed to replicate the mediation effect found in prior studies. We discuss potential explanations for these discrepant findings (e.g., differences in institution and region) and call for additional research examining whether the Marley hypothesis is moderated by cultural contexts.

The rise in White nationalist ideology in America is one of the pressing issues of our times. In this article, we make the case that White nationalists both extol the talents and virtues of White Americans and idolize and romanticize a former White‐dominated America, while simultaneously condemning and demonizing the current state of America for Whites. This fundamentally ambivalent ideology contributes to dangerous downstream consequences such as fomenting violence against groups that threaten Whites’ status and resources and even calling for outright civil war. This article also examines the psychological impact of rapid demographic and cultural changes on groups in positions of power, and how these changes make some Whites, especially those who might already be suffering from instability, disenfranchisement, and loss, gravitate to groups who validate their fears and transform them into aggrieved entitlement and moral outrage. Finally, this article proposes policies that decision‐makers and other leaders can take to undo the foundational ideologies that White supremacy is built upon and to help curtail its spread.

A prevailing theme in White nationalist rhetoric is nostalgia for a time when Whites dominated American culture and had unchallenged status. The present research examines a form of collective nostalgia called racial nostalgia and its association with negative intergroup attitudes and extreme ideologies (White nationalism). In Studies 1 and 2, racial nostalgia was associated with higher racial identity, anti-immigrant attitudes, and White nationalism. Study 2 revealed that racial nostalgia was related to extreme ideologies, in part, through perceptions that immigrants and racial minorities posed realistic/symbolic threats. Study 3 manipulated nostalgia using a writing prompt (“America’s racial past” vs. “games of America’s past”) and an identity prime (prime vs. no prime). Racial nostalgia was higher in the racial prompt versus the games prompt condition, regardless of identity prime. Furthermore, there were significant indirect effects of the nostalgia manipulation on support for anti-immigrant policies and endorsement of White nationalism through increased racial nostalgia and its association with perceived threats. These findings show that racial nostalgia can be a maladaptive form of collective nostalgia linked to a sense of loss and threat, and can make people sympathetic to extreme racial ideologies.

Using the frameworks of Latino Critical Race Theory (LatCrit) and an integrative model of developmental competencies, this study examined the roles of cultural mistrust toward education and natural mentoring relationship quality in the academic outcomes of Latinx adolescents. Participants were 294 Latinx students (52.9% female; mean age 15 years in 9th grade; 21% first-generation, 63% second-generation, and 6% third-generation immigrants) who completed surveys in 9th and 10th grades. The negative effect of cultural mistrust on educational aspirations was greater for students who had poorer quality mentoring relationships. This study addresses gaps in the literature related to cultural mistrust as a coping strategy and discusses the ways in which mentors can serve a protective role.

Background Despite decades of calls for increased diversity in the health research workforce, disparities exist for many populations, including Black, Indigenous, and People of Color individuals, those from low-income families, and first-generation college students. To increase representation of historically marginalized populations, there is a critical need to develop programs that strengthen their path toward health research careers. High school is a critically important time to catalyze interest and rebuild engagement among youth who may have previously felt excluded from science, technology, engineering, and mathematics (STEM) and health research careers. Methods The overall objective of the MYHealth program is to engage high school students in a community-based participatory research program focused on adolescent health. Investigators will work alongside community partners to recruit 9th through 12th graders who self-identify as a member of a group underrepresented in STEM or health research careers (e.g., based on race and ethnicity, socioeconomic status, first generation college student, disability, etc.). MYHealth students are trained to be co-researchers who work alongside academic researchers, which will help them to envision themselves as scientists capable of positively impacting their communities through research. Implemented in three phases, the MYHealth program aims to foster a continuing interest in health research careers by developing: 1) researcher identities, 2) scientific literacy, 3) scientific self-efficacy, and 4) teamwork and leadership self-efficacy. In each phase, students will build knowledge and skills in research, ethics, data collection, data analysis, and dissemination. Students will directly collaborate with and be mentored by a team that includes investigators, community advisors, scientific advisors, and youth peers. Discussion Each year, a new cohort of up to 70 high school students will be enrolled in MYHealth. We anticipate the MYHealth program will increase interest and persistence in STEM and health research among groups that have been historically excluded in health research careers.