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This article analyzes scenes from videos of young children being dropped off by their parents or grandparents in Chinese and US preschools. This is an emotionally and cognitively complex event; it asks the child to cross a threshold between the worlds of home and school and the parent or grandparent to turn the care of their child over to teachers. Our analysis suggests that these drop‐off routines reflect complicated interactions of ethnotheories of parenting and child development, implicit cultural pedagogies, changing social pressures and concerns, and affordances and constraints of space and time.

This article uses two examples from a video‐cued ethnography conducted in a Chinese preschool to illustrate the ethical complexities of studying children in cross‐cultural settings. Moments that raise ethical concerns also pose methodological questions and challenge the anthropologist's understanding of and sensitivity to the emic perspectives and practices of the local culture.

Ethnic-racial socialization is one strategy Black parents use to support their children’s school engagement and academic achievement given the occurrence and toxic effects of discrimination. Egalitarianism and preparation for bias socialization messages have yielded mixed evidence of promotive and protective effects for Black youth's school outcomes, and effects may vary according to ethnicity. Thus, this research examined associations between ethnic-racial socialization messages and school engagement and achievement, and whether these messages protected against teacher discrimination effects on academic achievement transmitted through school engagement, among a nationally representative sample of Black adolescents who participated in the National Survey of American Life Adolescent supplement study. Ethnic-racial socialization message content and the frequency of communication about race demonstrated different associations with engagement (i.e., school bonding, aspiration-expectation discrepancy, and disciplinary actions) and achievement (i.e., grades) for African American and Caribbean Black youth. However, the benefits were not sufficient to combat the adverse effects of teacher discrimination on school engagement and, in turn, achievement. These findings highlight the utility of integrating ethnic-racial socialization into prevention programs to support Black youth’s school experiences; demonstrate the importance of attention to heterogeneity within Black youth; and underscore the critical need for prevention programs to address teacher discrimination.