“No Way! Like Only Hispanics are Illegal”: Examining the Racialized Psychosocial Development of Migrant “Illegality” Across Immigrant Groups in the United States

Building on recent studies of “racialized illegality,” this paper examines the psychosocial development of migrant “illegality” in a sample of ethnically and racially diverse immigrant young people. In-depth interviews and fieldnotes were collected in Chicago with White, Asian and Pacific Islander, and Latina/o immigrants ( N = 43; 14–33 years of age; 15 male, 28 female) who were undocumented and/or grew up in families with at least one undocumented parent, and who were asked to reflect on these experiences. Drawing upon the cycles of deportability framework, we theorize the psychosocial development of migrant “illegality” as a dynamic process driven by repeated, cyclical experiences with status-related stressors that regularly prompt acute fears as well as carry long-term psychosocial effects. Examining these cycles within our respondents’ reflections, we find discernible differences in both the types of status-related stressors and contexts of support experienced by Latina/o and non-Latina/o respondents, pointing to different cycles of deportability that vary along racial-ethnic lines. We maintain that these findings reflect the racialized context of migrant “illegality” in the United States, which targets primarily Latina/o migrants, as well as points to the need for increased supports for undocumented immigrants in non-Latina/o immigrant communities.

“Why Don’t They Just Move Closer?”: Adolescent Critical Consciousness Development in YPAR About Food Security

The aim of this paper is to explore high school students’ critical consciousness development in the context of youth participatory action research (YPAR) focused on food security at an alternative school in Alabama. The YPAR project took place in an elective agriscience class with 10 students (Seven Black, two white, one Latino) who were in the 10th to 12th grades. Utilizing data from researcher notes, classroom observations, and archival classroom documents, we present students’ YPAR project outcomes to share their research-driven solutions to food insecurity in their community. Vignettes of classroom dialogue are also constructed to illustrate moments of reflection in the YPAR context about food security. We present three “critical moments,” or instances of social analysis, to illustrate how students’ individual-level attributions occurred alongside teacher dialogue and student-led investigation of structural inequities in the community. Findings illustrate how students’ nonlinear critical consciousness development consisted of reliance on individual-level attributions in classroom dialogue co-occurring with systems-thinking activities and other YPAR project outcomes. This paper has implications for research on the imperfect and wavering nature of adolescent critical consciousness development in YPAR.

“We’re All Equal” But Not Really: Perceptions of Racial Inequity Among Racial-Ethnic Minoritized Youth in the U.S

Racial-ethnic inequity is deeply entrenched in U.S. social systems, yet adolescents’ voices and understanding around inequity are not often directly examined. The current qualitative study uses focus group data from African American ( n = 21), Chinese- ( n = 17), Indian- ( n = 13), and Mexican- ( n = 17) origin adolescents ( Mage = 12.93 years; SD = 1.23; 51% boys) to provide insight on how youth navigate their attitudes and beliefs about these issues. Using a racial-ethnic socialization lens, we explore proximal (e.g., parents, peers, teachers) and distal (e.g., media, society) ways in which adolescents come to understand racial-ethnic inequity. Three themes characterized adolescents’ discussions. School diversity, of peers and of thought, and messages around egalitarianism were two prominent influences on their perceptions. A third theme related to perceptions of social hierarchies, which appeared to be shaped by stereotypes, peer interactions, and ideas about inequity itself. Emergent themes suggest that the school context is a particularly salient social setting that encompasses multiple sources of socialization (e.g., teachers, classmates, academics, climate), and parents, peers, and the media also play prominent roles.

If They Only Disrespect Us a Little, and the Story is Interesting, I Keep Watching: Navigation of Ethnic Media Gratifications by Latino Teens

The goal of this study was to apply insights from social identity gratifications and ethnic/racial identity development frameworks to better understand how adolescents perceive, select, and avoid media content which has the potential to damage self-and group-concept. We conducted focus groups with 32 Latino adolescents aged 13 to 15. We found mixed evidence that youth prioritized the ethnicity of characters in program selection. Most referenced personality or age as the primary identity-based factors of interest. Although students widely recognized negative stereotypes of Latinos in mainstream English-language media, this did not overwhelmingly dictate media choices, seemingly due to lack of alternative choices. In contrast, Spanish language programming offered a positive alternative to English-language media and may serve identity needs. The theoretical and practical implications are discussed.

Critical Reflection and Cognitive Empowerment among Youth Involved in Community Organizing

Through youth organizing initiatives, young people conduct research into social issues and build power to address these issues. This study examines the developmental interplay between the cognitive components of two of the most influential civic developmental constructs—critical consciousness and psychological empowerment—through analysis of interviews with 19 current and former participants in a youth organizing initiative in San Bernardino, CA, all of whom identify as Latinx. Most participants clearly articulated viewpoints consonant with the cognitive components of critical consciousness and psychological empowerment, but these were much more pronounced among those who had been involved for longer periods of time. Findings provide insights into distinctions and crosscurrents between critical reflection and cognitive empowerment, and into the settings and processes leading to their development. Cycles of action and reflection can support the simultaneous development of critical reflection and cognitive empowerment.

Something You Can See, Hear, and Feel: A Descriptive, Exploratory Mixed-Methods Analysis of Youths’ Articulations About Racism

This descriptive, exploratory, sequential mixed-methods study investigated youths’ articulations about racism via an open-ended survey question, and the extent to which these articulations differed based on youths’ demographic characteristics. This study included 384 youth who identified as African American ( n = 98), Latinx/o/Hispanic ( n = 74), Asian/Pacific Islander ( n = 52), Multiracial ( n = 38), Native American ( n = 20), and White ( n = 100). Youth were between 14 and 18 years of age ( Mage = 16.66, SD = 1.28) and were primarily cisgender girls (51.3%) followed by cisgender boys (44.5%) and transgender (4.2%) youth. Thematic analysis was used to analyze youths’ responses, finding that youth displayed an analysis of intrapersonal/interpersonal racism, structural racism, and color-evasive ideology. Cross-tabulation analysis revealed that youth from lower socioeconomic statues (SES) were more likely than higher SES youth to describe racism as an intrapersonal/interpersonal phenomenon, and girls and transgender youth were more likely than boys to express a structural analysis of racism. Study findings suggest that youths’ beliefs about racism are multidimensional and primarily characterize racism as an intrapersonal/interpersonal phenomenon. Results may be used to inform the development of youth programs that aim to discuss racism in critical ways.

“A Little Bit Closer”: A Mixed Method Analysis of the Effect of the COVID-19 Pandemic on the Lives of Adolescent Parents

Using a Family Stress Model framework, we used quantitative and qualitative methods to investigate the impact of the pandemic on Latinx pregnant and parenting adolescents and their families. Participants were 406 adolescents (ages 14–19) in the southwestern U.S. who participated in a school-based relationship education program for pregnant and parenting adolescents. In the quantitative analysis, we compared self-reported mental health (depressive symptoms, worry, parental stress), coparental relationships (conflict and communication), and parenting of adolescents who participated prior to the pandemic ( N = 357; 83.6% female; 84.7% Latinx) with those who participated during the pandemic ( N = 49; 74.6% female; 87.8% Latinx). Unexpectedly, the pandemic-period cohort reported fewer depressive symptoms, less parental stress, more frequent coparental communication, and more positive coparental communication and conflict management than the pre-pandemic cohort. For the qualitative analysis, we conducted focus groups and individual interviews with 21 adolescent parents (95.2% female; 90.5% Latinx) from the pandemic-period cohort and analyzed the data using thematic analysis. Participants reported many negative effects of the pandemic including increased economic and health stress, yet also discussed reduced pressure with school and more time with family members. These findings have important implications for enhancing the well-being of adolescent parents and their children after the pandemic.

Improving Mental Health Among Transgender Adolescents: Implementing Mindful Self-Compassion for Teens

The purpose of this study was to investigate the feasibility, acceptability, and preliminary outcomes of an online self-compassion intervention for transgender adolescents, with the aim of improving mental health. Participants identified as transgender or gender expansive, were between the ages of 13 and 17, and lived in the U.S. or Canada. The empirically-based self-compassion program, Mindful Self-Compassion for Teens (formerly Making Friends with Yourself) was implemented in eight 1.5 hour sessions on the Zoom platform by two trained instructors. Surveys were administered pre-, post-intervention, and at 3 months follow-up, and qualitative data were collected through end-of-program interviews and open-ended questions on the post-survey. All protocols were approved by the university IRB. Quantitative data analysis included repeated measures ANOVAs, and qualitative data were analyzed via both inductive and deductive methods. Results indicated that all but one psychosocial measure significantly improved from pre- to post-intervention, which then significantly improved at 3-month follow-up; most other improvements were maintained at follow-up. Four themes emerged from the qualitative data: virtual safe space; connection to body; personal growth; and recommended course changes and are discussed. Results suggest that self-compassion interventions can be incorporated into therapy programs to support and improve mental health for transgender adolescents.

Black and Latino Adolescents’ Self-Regulation: Placing College Preparedness in Context

Students from minoritized backgrounds, who disproportionately face higher poverty rates, are more likely to encounter risk factors, which tend to undermine individuals’ broader well-being by compromising self-regulatory processes. Yet, sociocultural theory highlights the presence of minoritized families’ cultural wealth. Consistent with a focus on assets, it is notable that college enrollment rates have increased among Black and Latino students in the U.S. Using a mixed methods approach, the current study integrated asset and risk frameworks, in order to advance knowledge on the context of minoritized teens’ college preparedness, defined here as making decisions and taking action steps toward college. Participants included low-income, predominantly Black and Latino families with adolescents ( n = 344). First, drawing from the voices of families, we examined responses to open-ended questions about aspirations, supports, and challenges. Salient themes included social-emotional and social-cultural factors. Indicators of cumulative contextual risk and cumulative individual risk were based on the qualitative data. Second, we tested whether the linkage from cumulative risk indices to teens’ college preparedness occurred via various dimensions of self-regulation (i.e., lower impulsivity, more cognitive control, and better organization skills), net of background characteristics. Adolescents’ organization skills were a significant mediator. Possible next steps for research are discussed.

“That’s How Revolutions Happen”: Psychopolitical Resistance in Youth’s Online Civic Engagement

This paper describes forms of online youth civic engagement that center the experiences of youth with historically marginalized identities and documents ways that youth are civically engaged. Twenty U.S.-based, digitally active youth ages 16 to 21 years old were interviewed. Seven participants (35%) identified as female, nine (45%) as male, and four (20%) as gender nonbinary. Twelve (60%) identified as a first or second generation immigrant. Youth were recruited through youth-led movement accounts on Twitter and contacted via Direct Messaging. Semi-structured interviews were conducted with youth between March and September 2020, a period spanning the outbreak of COVID-19 and rise in participation in the Black Lives Matter movement. Inductive Constant Comparative Analysis was used to document forms of youth civic engagement on social media and understand how youth ascribed meaning to their civic engagement. Framed by literature on critical consciousness and psychopolitical resistance to oppression, findings highlight three forms of online youth civic engagement: Restorying, Building Community, and Taking Collective Action. These findings indicate that, for youth with identities that have historically been marginalized, social media is an important context to be civically engaged in ways that resist oppression and injustice.