Objectives Experiences of vicarious racism—hearing about racism directed toward one’s racial group or racist acts committed against other racial group members—and vigilance about racial discrimination have been salient during the COVID-19 pandemic. This study examined vicarious racism and vigilance in relation to symptoms of depression and anxiety among Asian and Black Americans. Methods We used data from a cross-sectional study of 604 Asian American and 844 Black American adults aged ≥18 in the United States recruited from 5 US cities from May 21 through July 15, 2020. Multivariable linear regression models examined levels of depression and anxiety by self-reported vicarious racism and vigilance. Results Controlling for sociodemographic characteristics, among both Asian and Black Americans, greater self-reported vicarious racism was associated with more symptoms of depression (Asian: β = 1.92 [95% CI, 0.97-2.87]; Black: β = 1.72 [95% CI, 0.95-2.49]) and anxiety (Asian: β = 2.40 [95% CI, 1.48-3.32]; Black: β = 1.98 [95% CI, 1.17-2.78]). Vigilance was also positively related to symptoms of depression (Asian: β = 1.54 [95% CI, 0.58-2.50]; Black: β = 0.90 [95% CI, 0.12-1.67]) and anxiety (Asian: β = 1.98 [95% CI, 1.05-2.91]; Black: β = 1.64 [95% CI, 0.82-2.45]). Conclusions Mental health problems are a pressing concern during the COVID-19 pandemic. Results from our study suggest that heightened racist sentiment, harassment, and violence against Asian and Black Americans contribute to increased risk of depression and anxiety via vicarious racism and vigilance. Public health efforts during this period should address endemic racism as well as COVID-19.

The current paper presents a lifespan model of ethnic-racial identity (ERI) from infancy into adulthood. We conceptualize that ethnic-racial priming during infancy prompts nascent awareness of ethnicity/race that becomes differentiated across childhood and through adulthood. We propose that the components of ERI that have been tested to date fall within five dimensions across the lifespan: ethnic-racial awareness, affiliation, attitudes, behaviors, and knowledge. Further, ERI evolves in a bidirectional process informed by an interplay of influencers (i.e., contextual, individual, and developmental factors, as well as meaning-making and identity-relevant experiences). It is our goal that the lifespan model of ERI will provide important future direction to theory, research, and interventions. Ethnic-racial identity (ERI) encompasses the process and content that defines an individual's sense of self related to ethnic heritage and racial background. It includes labels individuals use to define themselves according to ethnicity/race; awareness, beliefs, attitudes, and knowledge they have about their ethnic-racial background; enactment of their identity; and processes by which each of these dimensions evolve (Umaña-Taylor et al., 2014). ERI is recognized as an important developmental competency (Williams et al., 2012) that can promote positive adjustment in the face of risk or adversity (Neblett et al., 2012). Scholars emphasize that ERI development is dynamic and evolves throughout the lifespan (Syed et al., 2007). However, most conceptual models of ERI have focused independently on distinct developmental periods, such as childhood (e.g., Bernal et al., 1990) or adolescence (see Umaña-Taylor et al., 2014 for review), without an explicit lifespan perspective. This relatively piecemeal approach makes it difficult to chart continuity across developmental periods when identity components are defined specific to a single developmental period, with little effort tracing either the origin or maturation of components beyond a single developmental period. The resulting scholarship gives the impression of disjointed development of ethnic-racial identity. To piece together disparate scholarship in the field's conceptual understanding of ERI, [Adriana Umaña-Taylor and Esther Calzada] assembled a work group funded by the National Science Foundation. The goal of our work group was to develop an integrated model of ERI development that would describe when components of ERI first emerge, how they unfold from one developmental period to another, which components have 2 WILLIAMS ET AL.

Both society and psychological science are deeply grounded in (and often perpetuate) white supremacy and anti-Blackness. While human development is inextricable from macro-level structural racism and hierarchies of oppression, developmental research often locates processes in the micro-level of individuals and relationships, ultimately obscuring how intimately macro-level forces shape developmental processes. The current paper aims to shift the starting point of the story of human development by centering the macrosystem, and specifically racism (and its partnering ideologies of sexism, heteronormativity, classism, and capitalism) in ecological systems theory and developmental psychology broadly. Through the lens of racial socialization research, we present an empirical example to illustrate how the sociopolitical context of racism is itself a source of socialization. Finally, we propose new language, <i>m(ai)cro</i>, to conceptualize the simultaneous and transactional macro-as-micro processes in development. We conclude with guiding principles for how to work toward equity and justice in human development.

A considerable amount of social identity research has focused on race and racial identity, while gender identity, particularly among Black adolescents, remains underexamined. The current study used survey data from 183 Black adolescent males (13-16 years old) to investigate the development and relation between racial and gender identity centrality and private regard, and how these identities impact adjustment over time. It was found that dimensions of racial and gender identity were strongly correlated. Levels of racial centrality increased over time while gender centrality, and racial and gender private regard declined. In addition, racial and gender identity uniquely contributed to higher levels of psychological well-being and academic adjustment. These findings are discussed within the context of existing identity theories and intersectionality theory.

Adolescents form their identities by both accommodating (endorsing) and resisting (challenging) cultural stereotypes. Most research on Black males focuses on how they accommodate to negative stereotypes (e.g., delinquency, aggression), but a growing literature emphasizes how youth resist stereotypes. Semi-structured interviews were analyzed to examine patterns of resistance and accommodation at the intersection of racial and gender stereotypes among Black adolescent males (N = 21). Findings indicate that, overall, Black males resist racial stereotypes more readily than gender. Using an intersectionality lens, we found three paths of resistance: (a) the “accommodators” endorsed racial and gender stereotypes, (b) the “resisters” resisted both sets of stereotypes, and (c) the “exceptions” resisted racial stereotypes but accommodated to gender. Implications for the study of resistance, identity, and intersectionality are discussed.