Guided by the Theory of Racial Socialization in Action (TRSA; Smith-Bynum in press), this study examined observed caregiver-provided ethnic-racial socialization in response to a school-based discriminatory dilemma. Forty-five Black and 36 Latinx caregivers (88% mothers) with low-income and their children (M_age = 11.09, SD = 0.29; 46.3% female) participated in Dallas, Texas from 2018 to 2019. Dyads responded to a hypothetical scenario in which a school counselor makes a discriminatory comment to the child. Results of a factor mixture analysis suggested that caregivers engaged in the dialogue using one of four approaches: Low-engaged, Legacy, Racial Literacy, or High-engaged. Profiles were found to differ significantly by the race/ethnicity and language of caregivers and were associated with youth’s concurrent behavioral engagement (R² = .04).

中文翻译：

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应对学校的种族主义：黑人和拉丁裔青年的种族社会化和学术参与

在行动中的种族社会化理论（TRSA；Smith-Bynum 出版中）的指导下，本研究调查了观察到的照顾者提供的种族社会化，以应对基于学校的歧视困境。 2018 年至 2019 年，45 名黑人和 36 名拉丁裔低收入看护者（88% 为母亲）及其子女（M_年龄= 11.09，SD = 0.29；46.3% 为女性）参加了德克萨斯州达拉斯的活动。Dyads 对假设情景做出了回应其中学校辅导员对孩子做出歧视性评论。因素混合分析的结果表明，看护者使用以下四种方法之一参与对话：低参与度、传统、种族素养或高参与度. 个人资料被发现因照顾者的种族/族裔和语言而存在显着差异，并且与青少年的并发行为参与相关 ( R ²  = .04)。