This article explores the self-reported parenting challenges of 50 transgender parents based on an online survey of lesbian, gay, bisexual, and trans parents in the United States. Many trans parents transitioned after forming a family, whereas others had children after or even during transition. They coordinated their transition with parenting responsibilities, and carefully managed their visibility in parenting settings to protect their children. This analysis focuses on the challenges that trans parents faced at the intersection of their parenting and trans identities. Although trans parents share many of the concerns of cisgender parents, they also face unique challenges that must often be navigated without extensive support. Revealing these challenges increases trans parents' visibility in society, and could help therapists and school administrators become more sensitive to the intersectional identities of trans people and the stressors unique to trans parenting.

In this commentary, we use the manuscripts in this volume as source material from which to highlight what we view as critical issues in integrating intersectionality with developmental science. In reading and meditating on the manuscripts, we abstracted two key themes that were evident, to some extent, in all of the manuscripts: (1) the disciplinary use of intersectionality as a theory and (2) the nature of development for an intersectional developmental science. These two themes reflect the current state of the integration of intersectionality with developmental science, in that they represent both areas of strength and success, but also areas of challenge and weakness.

This study used a person‐oriented analytic approach to identify meaningful patterns of barriers‐focused racial socialization and perceived racial discrimination experiences in a sample of 295 late adolescents. Using cluster analysis, three distinct groups were identified: Low Barrier Socialization‐Low Discrimination, High Barrier Socialization‐Low Discrimination, and High Barrier Socialization‐High Discrimination clusters. These groups were substantively unique in terms of the frequency of racial socialization messages about bias preparation and out‐group mistrust its members received and their actual perceived discrimination experiences. Further, individuals in the High Barrier Socialization‐High Discrimination cluster reported significantly higher depressive symptoms than those in the Low Barrier Socialization‐Low Discrimination and High Barrier Socialization‐Low Discrimination clusters. However, no differences in adjustment were observed between the Low Barrier Socialization‐Low Discrimination and High Barrier Socialization‐Low Discrimination clusters. Overall, the findings highlight important individual differences in how young people of color experience their race and how these differences have significant implications on psychological adjustment.

Although colleges in the United States have become increasingly racially and ethnically diverse, degree attainment remains disproportionately low among students from underrepresented and minoritized racial backgrounds. In this paper, we discuss the interactive influence of both person and environment factors in shaping academic persistence and argue that college administrators, faculty, and student support staff can intervene and take specific steps to improve the academic experience of racially minoritized college students. To this end, we offer specific evidence-based recommendations for campus leaders and stakeholders on how to adapt their campus community to facilitate the requisite person–environment fit to maximize academic persistence.