Objectives: Critical action (sociopolitical action to combat social inequity) provides racially marginalized youth with a pathway to coping. Sociocultural factors (like experiences of racial discrimination and contact with racially marginalized peers) are integral for fostering critical action among racially marginalized youth, yet few empirical studies have explored these relationships longitudinally. This study examines: (a) longitudinal trajectories of critical action and racial discrimination among Black and Latinx college students, (b) whether racial discrimination or critical action predict the other's longitudinal trajectory, and (c) whether having Black and Latinx friends and ethnic-racial club participation strengthen these relationships. Method: These trajectories were assessed by estimating growth models with a longitudinal sample of 504 Black and Latinx college students. Results: Analyses revealed that racial discrimination significantly increased over the first 2 years of college, whereas critical action significantly declined. Additionally, racial discrimination predicted changes in critical action, but critical action did not predict changes in racial discrimination. Ethnic-racial club participation slowed the decline of critical action. Conclusions: Our findings suggest that the transition to college is associated with changes in racial discrimination and critical action and these trajectories are enhanced by ethnic-racial club participation. Implications of these findings are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

中文翻译：

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解开黑人和拉丁裔大学生中种族歧视和批判行为的纵向轨迹：同龄人扮演什么角色？

目标：关键行动（打击社会不平等的社会政治行动）为种族边缘化青年提供了应对的途径。社会文化因素（如种族歧视的经历和与种族边缘化同龄人的接触）是促进种族边缘化青年采取批判性行动的必要条件，但很少有实证研究纵向探讨这些关系。本研究检查：（a）黑人和拉丁裔大学生中批判行为和种族歧视的纵向轨迹，（b）种族歧视或批判行为是否预测了对方的纵向轨迹，以及（c）是否有黑人和拉丁裔朋友和种族-种族俱乐部的参与加强了这些关系。方法：这些轨迹是通过使用 504 名黑人和拉丁裔大学生的纵向样本估计增长模型来评估的。结果：分析表明，种族歧视在大学的前两年显着增加，而批判性行为显着减少。此外，种族歧视预测了批判行动的变化，但批判行动并没有预测种族歧视的变化。民族-种族俱乐部的参与减缓了关键行动的下降。结论：我们的研究结果表明，向大学的过渡与种族歧视和批判性行动的变化有关，并且这些轨迹因种族-种族俱乐部的参与而增强。讨论了这些发现的含义。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。