Objectives: This study sought to test whether a discrimination recall task would elicit a significant parasympathetic response in multiracial undergraduate women. The study also investigated whether parasympathetic responsivity to the discrimination recall would be similar or different from that elicited by a widely used stress paradigm-the Trier Social Stress Test (TSST), and whether responses would differ for Black and White women. Method: Multiracial undergraduate women (n = 67; M age = 19.4 years; 32% White, 22% Black) completed the TSST and a discrimination recall task. Parasympathetic activity was assessed using highfrequency heart rate variability (HF-HRV). Results: Women exhibited significant HF-HRV responsivity to the discrimination recall and showed smaller average decreases in HF-HRV to the discrimination recall than the TSST. However, whereas White women exhibited decreased HF-HRV in response to both tasks, Black women showed increased HF-HRV for the discrimination recall but decreased HF-HRV for the TSST. Conclusions: Findings complement a growing body of research suggestive that experiences of discrimination are psychophysiologically salient. Additionally, discriminatory experiences may elicit distinctive patterns of HF-HRV responsivity compared to generic social stressors. Efforts to elucidate the unique role of discrimination-specific HF-HRV responsivity may be critical for delineating discrimination-health linkages. Public Significance StatementFindings suggest that a discrimination recall task elicits a significant psychophysiological stress response in multiracial women. A subset of women show distinctive patterns of psychophysiological responsivity to discrimination recalls compared to a generic social stress paradigm. A further investigation of the unique role of discrimination-specific psychophysiological responsivity may be critical for delineating discrimination-health linkages.

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Early oral language development lays an essential foundation for academic and socioemotional competencies but is vulnerable to the impact of family stress. Despite robust evidence that family stress affects early oral language development in monolingual samples, little is known about whether the family stress processes affecting language acquisition are similar among dual language learners. Furthermore, although Mexican American families often face stressors related to their ethnic minority and immigrant status, no studies to date have tested whether exposure to sociocultural stressors may likewise have negative consequences for early language acquisition. The present study examined whether financial and sociocultural stressors were associated with maternal stress perception, parenting sensitivity, and child Spanish and English receptive vocabulary at child age 3 and 4.5 years. Participants included 322 lowincome Mexican American mothers and their children followed from pregnancy through 4.5 years postnatal; most mothers preferred to speak Spanish (82%). Results of a path model indicated that links between family stress and child receptive vocabulary varied by language (Spanish or English) and stress type (financial or cultural). Specifically, Spanish acquisition was more closely related to the quality of mother-child interactions, whereas English acquisition was more susceptible to the direct impact of family stress. The consequences of family stress on children's vocabulary acquisition were evident earlier in development for Spanish than English, and appeared more pronounced for financial versus sociocultural stressors. Findings underscore a need to attend to the impact of poverty on children's Spanish and English language development in low-income, Mexican American children.

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