Drug use is widespread among American adolescent girls. Future research should examine further girls' drug use and seek to identify whether risk and protective factors identified in past research, based on predominantly white samples, are also important predictors for drug use among non-white girls.

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Objective: Using data from the 2015 National Crime Victimization Survey School Crime Supplement, this study examines differential outcomes for youth who report nonbias-based bullying, bias-based bullying on the basis of one social identity, and bias-based bullying on more than one social identity. Method: Data were gathered from youth aged 12 to 18 who reported experiences of bullying (N ϭ 678, 44.2% male). The study tested outcomes regarding (a) rates of afterschool activity participation, (b) participants' self-reported fear, and (c) self-reported school avoidance and the relative impact of mediators (the negative effects of bullying, participants' perceptions of school safety, social support, and school fairness) across three types of bullying experiences. Results: Results demonstrate that perceptions of school safety, social support, and school fairness generally buffer youth from the negative effects of bullying but that these relationships differ depending on whether the victim experiences nonbias-based bullying or bias-based bullying and depending on if they are targeted because of one or multiple facets of their social identity. Further, results indicate that youth who experience bias-based bullying based on multiple social identities report more negative outcomes of bullying and higher levels of school avoidance and fear than those students who only report one type of bias-based bullying and those who experience non-bias-based bullying. Conclusion: The findings have implications for how schools should implement interventions that address bias and prejudice in bullying and should tailor interventions to the unique experiences of youth who report bias-based and nonbias-based bullying.

Ethnic-racial socialization has been positively linked with psychological adjustment; however, the mechanisms underlying this association remain unclear. In this study, the authors examined the mediating role of racial identity in the association between racial socialization and depressive symptoms. Participants were 211 African American young adults (62% female; mean age = 20.73, SD = 1.90) recruited from a predominately White southeastern university. Multivariate mediation analyses revealed an indirect effect of racial pride messages on depressive symptoms through private regard such that individuals who reported receiving more frequent racial pride messages were more likely to feel positively about their race, and, in turn, less likely to report depressive symptoms. Individuals who reported that their parents engaged in more socialization activities (e.g., attending cultural events) were also more likely to feel positively about their race and, in turn, report fewer depressive symptoms. These results suggest that positive feelings about one's race are important considerations in our understanding of the relation between ethnic-racial socialization and youth psychological adjustment.

Employing a latent profile analytic approach, this investigation identified racial socialization patterns among African American fathers. In addition, this study explored whether profiles varied by father and child sociodemographic characteristics. Participants were 166 African American fathers (M = 32.20, SD = 8.26) of adolescents (M = 12.60, SD = 2.20). Analyses revealed that a 5-cluster solution fit the data most optimally. Identified profiles were (a) infrequent racial socializes, (b) negative racial socializes, (c) positive racial socializes, (d) low race salience socializes, and (e) race salience socializes. Results provided partial support for sociodemographic variation across racial socialization. Implications for multidimensional perspectives on African American fathers' racial socialization prac tices are discussed.

Racial socialization has been suggested as an important factor in helping African American adolescents cope effectively with racism and discrimination. Although multiple studies have reported a positive link between racial pride socialization and psychological adjustment among African American youth, assessments of the association between adolescent adjustment and another dimension of racial socialization—racial barrier socialization—have yielded inconsistent findings. Using a sample of 190 African American adolescents, the present study focuses attention on the quality of mother-adolescent relations as an indicator of affective context, and examines its moderating influence on the association between racial barrier socialization and adolescent adjustment. Regression analyses indicated that the link between racial barrier socialization and adolescent adjustment is moderated by mother-adolescent relationship quality. However, these associations varied by gender.

Existing parenting frameworks have suggested that fathers' developmental histories and social experiences are important determinants of their parenting practices. Few studies, however, have examined how the larger racial context is related to the parenting and socialization practices of African American fathers. Using a profile-oriented approach, this investigation examines how fathers' racial identity beliefs (racial centrality and regard) and discrimination experiences are associated with race-related socialization patterns identified by Cooper, Smalls, Neblett, and Banks (2014). Participants were 166 African American fathers (M = 32.20, SD = 8.24) of adolescents (M = 12.60, SD = 2.20). Latent profile analyses identified five distinct racial socialization patterns among fathers: (a) infrequent racial socializers, (b) negative racial socializers, (c) positive racial

Positive social interactions and relationships may play an influential role in the academic success of African American adolescent girls. Though studies have suggested that the paternal relationships are particularly consequential to girls’ outcomes, few studies exist that have explored how aspects of the father-daughter relationship contribute to their academic-related outcomes. Using a sample of 122 African American adolescent girls (M = 12.2 years; SD = 1.02), this study examined how father-daughter relationship quality was associated with academic engagement. An equally important goal of this investigation was to explore self-esteem (global and academic self-esteem) as a mediator of girls’ academic engagement. Findings indicated that quality of the father-daughter relationship was positively related to girls’ academic engagement. Also, both global and academic self-esteem mediated the link between father-daughter relationship quality and academic engagement. These findings suggest the importance of father-daughter relationship quality in both the academic engagement and self-esteem of African American adolescent girls.