Youth in the United States receive countless messages about the meanings and consequences of racial group membership. The processes through which these racialized messages are transmitted, known collectively as ethnicracial socialization, are known to influence youths' psychosocial and academic development-especially their ethnic-racial identity. However, most studies have focused exclusively on parents' roles in the ethnic-racial socialization process. In the present study, drawing on semistructured interviews with 64 Black adolescents, we examined youths' descriptions of their experiences with (and understandings of) race to provide an "up-close" view of the sources and processes involved in ethnic-racial socialization. In addition to providing further evidence of the roles of parents and school curricula in shaping youths' racial beliefs, results suggested that ethnic-racial socialization messages frequently emerged from youths' direct and vicarious exposure to racial discrimination and inequality in the schools they attended, the public places they visited, and in the media they consumed.

In negotiating the anti-Black oppression, Black mothers communicate lessons of resistance in their racial socialization messages to their Black adolescent boys. We investigate whether distinct strategies of resistance for survival, characterized by individual-focused immediate strategies of resistance, and resistance for liberation, strategies of resistance that disrupt systems of anti-Black oppression rooted in furthering collective Black empowerment, are employed in Black mothers' messages to their sons. In this manuscript, we use longitudinal data of Black mothers' of adolescent boys interviews (N = 31) across three time points (6th-11th grade). Our findings indicate the presence of various strategies of resistance for survival and resistance for liberation within Black mothers' preparation for bias socialization.

Though there is substantial research on racial socialization in families of color, there is less on such socialization in white families. To investigate racial socialization in white families, the current study analyzed mixed‐methods data from 46 mother‐adolescent dyads. Though white parents and their adolescent children largely claimed to not talk about race, they in fact communicated about and around race through various strategies that in effect, maintained white privilege and failed to challenge systems of racial oppression. Very few families in our sample discussed racial discrimination or white privilege, and fewer rooted both at the systems level. Our results highlight situations that prompt conversations about race as well as the ways white families talk about and around race and white privilege.