We explored how mothers of biracial youth prepare their children to navigate diverse racial ecologies and experiences of racism and discrimination. A qualitative thematic analysis was used to identify racial socialization messages mothers used and emergent racial socialization approaches. Mothers of biracial youth engaged in the full range of racial socialization discussed in the literature, including cultural, minority, self‐development, egalitarian, and silent racial socialization. These messages varied by the biracial heritage of the youth, such that mothers of biracial youth with Black heritage were more likely to provide self‐development racial socialization messages, whereas mothers of biracial youth without Black heritage were more likely to provide silent racial socialization. On the basis of the array of racial socialization messages mothers delivered, we identified three emergent approaches: promotive, protective, and passive racial socialization.

Child, family, and contextual correlates of ethnic‐racial socialization among U.S. families of 293 kindergarten‐age Black–White biracial children were investigated in this study. Children with one White‐identified and one Black‐identified biological parent who were enrolled in the Early Childhood Longitudinal Study‐Kindergarten Cohort participated in this study. Parents' racial identification of children, parent age, family socioeconomic status, urbanicity, and region of country predicted the likelihood of frequent ethnic‐racial socialization. Relative to their biracially and Black‐identified peers, White‐identified biracial children were less likely to have frequent discussions about ethnic‐racial heritage. Findings suggest that ethnic‐racial socialization is a prevalent parenting practice in families of young biracial children and that its frequency varies depending on child, family, and situational factors. Implications for practice are discussed.

This qualitative investigation examines the collective constructions of the legacy of the Tuskegee Airmen and men's perspectives of the impact of their military experiences on their postwar lives. African American men (n = 93) who participated in the “Tuskegee Experiment” as pilots, ground crew, and other military personnel were surveyed. The emergent legacy focused on record of excellence and accomplishment in their individual performance and military service, the contesting of American racism and its impact on racial ideology and social policy, and lessons for the next generation that can be drawn from this history. In civilian life, in the military and aviation, and as civic actors the Tuskegee Airmen distinguished themselves as Black men, and as Americans. The meanings of these social identities and the inherent contradictions of race, nation, and war are embedded within the Tuskegee Airmen history and legacy.

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Children's (N=142) school friendships with same versus different race peers were coded for prevalence and the extent to which parents maintained social relationships with these friends (a proxy for extension of friendships beyond the school context). Membership in integrated versus nonintegrated social networks at school was unassociated with psychosocial well-being. Out-of-school extension of interracial friendships was linked with greater social competence among Black children. Black children whose friendships with both same and different race peers were extended beyond the school context reported higher levels of self-esteem.