Search

The aim of this study was to better understand Latinx adolescents' experiences during the pandemic and the transition to distance learning. Guided by the community cultural wealth framework, this study focuses on the key challenges and the sources of support that Latinx adolescents relied on during this unique period. Participants included 40 Latinx high school students from Southern California (28 female, 12 male; 75% Mexican or Mexican-American) between the ages of 14 and 17. A semi-structured interview was conducted with each participant; a thematic analysis approach was used to identify the key themes. Five themes emerged as the prominent challenges Latinx adolescents faced during the transition to distance learning. These challenges included disrupted peer relations, academic and motivation difficulties, home distractions, distant teacher relations, and poor mental health. In terms of the sources of support and coping resources to manage these challenges, the four key themes were supportive teacher relations, positive friend interactions, future aspirations, and supportive family relations. The findings provide insights into Latinx adolescents' experiences and sources of stress and support during distance learning. The findings have implications for how schools can best support Latinx youth with the transition to in-person schooling. [ABSTRACT FROM AUTHOR]

In 1998, Children Now surveyed 1,200 U.S. 10- to 17-year-olds about TV racial depictions, finding white children reported the most visibility. As a 25-year update, we surveyed 834 U.S. 10- to 17-year-olds: Asian/Asian American (n = 177), Black (n = 206), Hispanic (n = 150), Indigenous/Native American (n = 86), and white (n = 215). More youth now say it's important to see their race in media, but fewer report seeing their group, with Hispanic and Asian youth reporting the lowest frequencies. Overall, youth perceived disparities: 93% said there were 'enough' white characters; fewer said there were enough Black (54%), Hispanic (43%), Asian (32%), and Indigenous (19%) characters. Perceptions of qualities varied, with Indigenous characters scoring lowest in positive qualities and Black and Hispanic characters highest in negative qualities. Indigenous, Hispanic, and Asian/Asian American youth perceived fewer positive ingroup representations than white and Black youth. Implications for media message design and the theory of invisibility are discussed. [ABSTRACT FROM AUTHOR]

Families are key in the healthy development of Latinx sexual minority youth (Latinx SMY), a group that experiences behavioral, mental, and sexual health disparities. Despite this, there are no family-based interventions for Latinx SMY and their families to prevent drug use, sexual risk behaviors, and depressive symptoms. The purpose of this pilot study was to evaluate the preliminary impact (i.e., estimated effect sizes) of Familias con Orgullo (FcO) and examine its feasibility and acceptability among 30 Latinx SMY and their parents. Parents and adolescents were randomized to FcO or a control condition and assessed pre/post-intervention. Feasibility was measured based on session completion and effect sizes. Focus groups were conducted to evaluate intervention acceptability. Findings showed promising effects favoring FcO on parent-adolescent communication (d = 0.46) and parental involvement (d = 0.34). There were also promising effects favoring FcO on suicidal thoughts (OR = 0.75) and depression symptoms (OR = 0.69). Finally, 100% of the adolescents in FcO either continued to remain drug-free or transitioned from current use to no use (from baseline to post-intervention) compared to 74% in the control. Effect sizes for condomless sex, parental monitoring, and positive parenting were small. Session completion (above 80%) and focus group findings indicated strong feasibility and acceptability. FcO holds promise for reducing drug use and depressive symptoms and improving family functioning among Latinx SMY. [ABSTRACT FROM AUTHOR]

Recent adverse childhood experiences (ACEs) scholarship emphasizes that differing ACEs affect the onset and course of psychopathology, and that sociopolitical context contributes to ACEs experienced by marginalized youth. Guided by the Immigration-Related Adverse Childhood Experiences Model, we explored the associations between different ACEs—immigration enforcement fear and perceived economic hardship—on posttraumatic stress disorder (PTSD) and depression among first and second-generation Latinx youth in immigrant families. Participants (n = 306) included students from 11 high schools in two states (58% female; 25% aged 17 or older). Fifty-three percent were first generation students and 80% were born in, or had a parent from, Mexico or Central America. We found that immigration enforcement fear predicted greater PTSD symptoms after accounting for other key covariates. Perceived economic hardship was associated with depression across all subscales. Findings highlight the need for a multidimensional approach to assess and understand how ACEs, including immigration enforcement fear, influence mental health for youth in Latinx immigrant families. [ABSTRACT FROM AUTHOR]

Latinx youth are often engaged in critical action to transform social injustices, yet we know little about the wellbeing of Latinx youth activists. This study draws on critical ethnographic research to understand the multidimensions of wellbeing that Latinx youth experienced when they engaged in critical action toward anti-immigrant politics during the Trump Era. Data collected through open-ended interviews with Latinx youth who participated in social protests revealed that (a) concepts of wellbeing need to be extensively explored for a more nuanced understanding of its characteristics, and (b) when youth engage in critical action, they experience physical and socioemotional wellbeing in distinct ways. This research contributes to the critical consciousness and wellbeing scholarship by (1) adding to the dearth of research on Latinx youth physical wellbeing and critical action, (2) theorizing nuances of physical, mental, and socioemotional wellbeing as simultaneously present during critical action, and (3) centering the voices and experiences of Latinx youth, specifically Latina youth, who have historically been omitted from the literature. [ABSTRACT FROM AUTHOR]

This study puts forth the counternarrative of the first author Gislaine, a first-generation undergraduate student, Latina, and computer science major. Gislaine participated in a research internship and STEM mentorship program led by the second author, Meredith. Through this program, Gislaine designed and taught CS lessons to predominantly low-income, African-American middle school students over an 8-day urban summer school program. By analyzing Gislaine's written account of her journey to CS, as well as planning documents and written reflections on her daily experiences mentoring youth, we explore how Gislaine's intersecting social identities shape her experiences both as a CS learner and as a mentor to youth. Gislaine's counternarrative illuminates the systems of oppression present in schools and the CS field, while also highlighting Gislaine's transformative approaches to mentoring students in CS. Gislaine's narratives emphasize the importance of humanizing CS and leveraging students' strengths to promote equitable access to CS education. Through her experiences, she underscores the significance of recognizing and addressing systemic barriers, while also advocating for inclusive and empowering educational practices. [ABSTRACT FROM AUTHOR]

Culturally and linguistically relevant citizenship education (CLRCE) seeks to address and challenge the limitations of traditional, normative notions of citizenship for Latinx, newcomer, K-12 youth. This paper uses a comparative case study approach to examine the questions: To what extent does the CLRCE framework apply to multi-ethnic and multilingual contexts? In what ways do multilingual Eritrean, Iraqi, and Latinx youth engage with social studies and citizenship education? Our goal is to examine the emergent CLRCE framework and the extent to which it provides insights into the civic engagement of historically marginalized youth beyond newcomers, Latinx, and/or Spanish-speaking students. Our findings provide insights into how thirteen multilingual youth take up and extend the CLRCE framework in their particular contexts and communities, and how they approach and negotiate complex notions of citizenship. [ABSTRACT FROM AUTHOR]

Undermatching, or students attending less selective colleges than they are academically qualified to attend, is seen as a contributing factor to the lagging college completion rate of low-income and first-generation college students. Addressing the mismatch has been mainly limited to the individual level. Through analysis of interview and longitudinal school administrative data with aspiring first-generation college low-income Latinx youth who started preparing to attend college in middle school, we find that the need to work, which students started doing in high school, was a major factor in students' undermatching. We show how employment collides with the structure of colleges as racialized organizations (Ray, 2019), especially matching colleges with high graduation rates. Selective colleges did not provide the support students needed to address their financial situations, and students attending schools to which they undermatched required more assistance navigating work and schools to stop them from dropping out. We also discuss program and policy solutions to address the low college completion rates of Latinx first-generation college students more fully as well as how to better support their need to work. [ABSTRACT FROM AUTHOR]

This study examined Latinx adolescents' daily family assistance (assistance day, assistance time, language brokering) in relation to their daily affect and investigated whether the associations changed following the outbreak of the COVID‐19 pandemic. Two waves of 14‐day daily diary data collected from 13 18‐year‐old Latinx adolescents (ndays = 284; 77% Mexican American, 77% female) before and amid the pandemic were analyzed using multilevel modeling. Three main findings emerged: (1) assisting the family on a given day was associated with higher levels of same‐day positive affect both before and during COVID‐19, and with lower levels of negative affect during COVID‐19; (2) longer than usual family assistance time was associated with higher levels of same‐day positive affect and lower levels of negative affect only during COVID‐19; (3) language brokering on a given day was associated with higher levels of same‐day positive affect both before and during COVID‐19. These findings suggest a positive link between daily family assistance and Latinx youth's daily emotional well‐being, particularly during the COVID‐19 pandemic. [ABSTRACT FROM AUTHOR]

Cultural stressors related to racism, xenophobia, and navigating bicultural contexts can compromise the healthy development of Hispanic/Latinx/o (H/L) youth. Youth' coping can minimize the adverse impact of this stress. Less is known about the intermediary processes related to youths' cultural stressor experiences and coping responses. We analyzed focus group data from H/L youth (N = 45; 50% girls; 0% nonbinary; Mage = 15.3) to hear their voices on how they interpret, react to, are impacted by and cope with cultural stressors. Using a Grounded Theory approach, we constructed four themes of intermediary processes (e.g., meaning making) and four themes of coping (e.g., distancing oneself). Youth actively processed their experiences, which informed their coping choices, pointing to youths' agency and resilience. [ABSTRACT FROM AUTHOR]

Black and Latinx youth are more likely to be placed into foster care compared to non-Latinx white youth. Foster care placement can facilitate mental health service use, yet youth from marginalized and oppressed racial and ethnic groups in foster care are still less likely to receive mental health services compared to non-Latinx white youth. This study aims to examine this discrepancy Black and Latinx youth face by testing (a) whether mental health need moderates the relationship between race or ethnicity and foster care placement and (b) whether race or ethnicity moderates the relationship between foster care placement and mental health service use. Data come from the National Survey of Child and Adolescent Well-Being (NSCAW II), a longitudinal national probability study of youth in contact with the child welfare system. Internalizing need was associated with a decreased likelihood of foster care placement for non-Latinx white youth compared to those with no need; findings showed the opposite for Latinx youth. Race and ethnicity did not significantly moderate the relationship between foster care placement and mental health service use, although predicted probabilities suggest that differences in mental health service use were more pronounced for Black and Latinx youth in in-home and kinship care compared to non-kinship foster care. Results suggest that despite main effects of race and ethnicity on foster care placement and mental health service use, discrepancies across these outcomes are not explained by race and ethnicity alone. Findings highlight the need to comprehensively examine predictors together, rather than separately, when assessing foster care care placement and mental health service use. A multi-pronged approach is outlined for child welfare reform. [ABSTRACT FROM AUTHOR]

Introduction: The Latinx population has the second highest COVID-19 death rate among racial/ethnic groups in the United States and less than half of Latinx youth aged 5–17 years old completed their COVID-19 primary vaccination series as of September 2022. COVID-19 vaccine misinformation detrimentally impacts vaccination rates. In this study, we examined factors that predicted Latinx youth COVID-19 vaccine hesitancy and vaccination status. Methods: A community-based sample of 290 Latinx parent and adolescent dyads from a Southwestern metropolitan area of the United States who were recruited to complete an online survey at baseline at T1 (August 2020 –March 2021) and one year later. We tested a longitudinal mediation model in which we examined individual and family factors that would predict youth COVID-19 vaccine hesitancy and vaccination status over time. Results: Youth's pandemic disbelief (i.e., the belief that the COVID-19 pandemic is a conspiracy or not real) predicted greater youth's COVID-19 vaccine hesitancy, and in turn, a lower likelihood of youth's COVID-19 vaccination. Youth's pandemic disbelief also predicted greater parent's vaccination hesitancy which, in turn, predicted greater youth's vaccination hesitancy and a lower likelihood of COVID-19 vaccination. Parents' pandemic disbelief predicted their own COVID-19 hesitancy, but not youth hesitancy. Discussion: Our study findings provide initial evidence that general pandemic disbelief was a significant driver of vaccine hesitancy and vaccination among Latinx families. The study contributes to the limited research investigating COVID-19 vaccination in the Latinx community and among Latinx youth, further aiding how COVID-19 vaccine disparities can be mitigated among racial/ethnic populations. [ABSTRACT FROM AUTHOR]

Introduction We quantified the linear trend in combustible tobacco smoking among adolescents in the United States from 2014 to 2020, and then compared these trends across racial and ethnic categories. We also tested the effect of e-cigarette use on these trends for all-youth and across racial and ethnic categories. Aims and Methods We pooled and analyzed seven years of National Youth Tobacco Survey data for n  = 124 151 middle and high school students from 2014 to 2020. Weighted logistic regression analyses calculated the annual change in combustible tobacco smoking (ie cigarettes, cigars, and hookah) from 2014 to 2020. Stratified analyses examined linear trends for non-Hispanic White (NHW), NH-Black (NHB), Hispanic/Latino, and NH-Other (NHO) youth. All-models controlled for sex, grade level, and past 30-day e-cigarette use. Results Combustible tobacco smoking from 2014 to 2020 dropped by more than 50% for NHW youth, more than 40% for Latino and NHO youth, compared to just 16% among NHB youth. From 2014 to 2020, the odds of combustible tobacco smoking declined by 21.5% per year for NHWs, which was significantly greater than Hispanic/Latinos (17% per year; p  = .025), NHOs (15.4% per year; p  = .01), and NHBs (5.1% per year; p  < .001), adjusting for sex, grade, and e-cigarette use. Trends and disparities in trends by race and ethnicity were observed independent of e-cigarette use. Conclusions Combustible tobacco smoking declined for all-youth but at significantly different rates across races and ethnicities. Notably, declines in combustible tobacco smoking are lagging among NHB youth. Interventions are critically needed to address this disparity. Implications A direct, evidence-based intervention to reduce combustible tobacco smoking among NHB youth is critically needed. Such tobacco control initiatives should follow the Best Practices for Comprehensive Tobacco Control Framework, incorporating sustainable funding for school-based intervention, public health education, and adult cessation. [ABSTRACT FROM AUTHOR]

Among the many social determinants linked to adolescent alcohol use and depression, racial and ethnic discrimination is a prevalent determinant among Latinx adolescents and adults that is largely overlooked in preventive interventions. This study explored the influence of perceived racial and ethnic discrimination on depressive symptoms and alcohol use intentions among Latinx adolescents. Additionally, the study explored the cross-generational effects of how mothers' perceived discrimination impacts the depressive symptoms and alcohol use of the adolescent. The study used a sample of 800 inner-city Dominican and Puerto Rican adolescent–mother dyads (adolescent mean age = 12.42 years, SD = 0.81; mother mean age = 40.55 years, SD = 8.70). Employing a five-wave panel design that followed adolescents from 8th grade to 10th grade, the study found statistically significant mediation pathways which showed that adolescents' self-reported racial and ethnic discrimination experiences were associated with increases in their immediate and long-term depressive symptoms, which in turn were associated with stronger intentions to use alcohol in the future. Further, perceived racial and ethnic discrimination experienced by Latinx mothers was associated with increases in adolescents' intentions to drink alcohol in the future, mediated by the mothers' depressive symptoms and subsequently the adolescents' depressive symptoms. As discussed, these findings have wide-ranging implications for alcohol use prevention programs targeting inner-city Latinx adolescents. [ABSTRACT FROM AUTHOR]

Background and Objectives: Hispanic young adults in the United States have consistently high rates of risky drinking, adverse childhood experiences (ACEs), depression, and anxiety. There is a positive association between ACEs and alcohol use among Hispanic populations; it is unknown if mental health symptomatology mediates this relationship. The purpose of this study was to test whether depression and anxiety mediated the relationship between ACEs and risky drinking among Hispanic young adults who engage in risky drinking. Methods: Data from 264 Hispanic young adults, ages 19 to 30, were collected via an online questionnaire. Participants were recruited via social media, emails/listservs across colleges, the community, and web‐panels. The questionnaire assessed ACEs, risky drinking, depression, and anxiety. We conducted a mediational analysis to test whether depression and anxiety mediated the relationship between ACEs and risky drinking. Results: Of the sample, 59.8% identified as female and 40.2% as male. The average age was 24.37 (SD = 3.069). Participants (61%) identified as Mexican, Mexican American, or Chicano, and 84.1% identified as second‐generation. ACEs were positively associated with risky drinking, depression, and anxiety. Depression mediated the relationship between ACEs and risky drinking. Conclusion and Scientific Significance: Depression explained the association between ACEs and risky drinking among Hispanic young adults, adding to our understanding of how mediators can illustrate pathways that lead from ACEs to risky drinking. Practitioners and interventionists should continue supporting Hispanic youth by integrating them into early prevention programs to mitigate the mental health consequences of ACEs that could lead to risky drinking. [ABSTRACT FROM AUTHOR]

Despite growing evidence demonstrating the association between racial and ethnic discrimination and traumatic stress symptoms in adult populations, the research among youth remains sparse. Drawing upon race-based traumatic stress models, and following the PRISMA-2020 guidelines, this systematic review and meta-analysis aimed to identify the state of the empirical evidence in the association between racism-related experiences and traumatic stress symptoms in ethnoracially minoritized youth. Scientific databases were searched to identify articles with ethnoracially minoritized youth participants under age 18 years old that examined the association between racial and/or ethnic discrimination and traumatic stress symptoms. A total of 18 articles comprising 16 studies (N = 4,825 participants) met inclusion criteria. Studies were largely cross-sectional, used nonrandom sampling strategies, focused on Black and Latinx youth, and were conducted in the United States. Furthermore, most studies were theoretically grounded and operationalized racism-related experiences as frequency of direct, personal, everyday discrimination. Few studies examined other dimensions of racism-related experiences. The meta-analysis demonstrated a significant positive association with a medium effect size, rpooled =.356, 95% confidence interval [CI] = 0.27, 0.44, between racism-related experiences and traumatic stress symptoms. No evidence of moderation by age, sex/gender, race/ethnicity, country, or recruitment setting was detected. Racism-related experiences may confer risk for traumatic stress symptoms in ethnoracially minoritized youth. Attending to racism-related experiences is critical to improve the cultural responsiveness of trauma-informed services. [ABSTRACT FROM AUTHOR]

Background and objectives: Body mass index (BMI) is inversely proportional with adiponectin levels among adults, while insulin, C-reactive protein (CRP), interleukin 6 (IL-6), resistin and tumor necrosis factor-alpha (TNF-α) have been linked with elevated BMI. The role and relation of these biomarkers with BMI among a Hispanic pediatric population are less known. Thus, the objective of this study was to examine the association of inflammatory markers with the odds of overweight/obesity while controlling for several sociodemographic factors among a Hispanic youth population in Northeast Tennessee. Methods: Height, weight, demographic information, and blood samples were collected from 107 Hispanic children aged 2 to 10 years recruited at a large community health center in 2015–2016 in Northeast Tennessee. Data for this research were accessed and analyzed in 2022. Multivariable logistic regression was conducted to assess the relations between adiponectin, insulin, resistin, CRP, TNF-α, and IL-6, and overweight/obesity vs. having a healthy (normal) weight. Results: Adiponectin levels were significantly lower among overweight/obese Hispanic children (p = 0.0144) compared to healthy weight children. The odds of overweight/obesity decreased by 4% for every one-unit increase in serum adiponectin. Insulin levels were significantly higher among overweight/obese Hispanic children compared to healthy weight children (p = 0.0048). The odds of overweight/obesity increased by 7% for every one-unit increase in serum insulin. Resistin, IL-6, TNF-α, and CRP were not significantly associated with overweight/obesity in this population. Conclusion: Adiponectin behaves similarly in Hispanic youth as it does in other pediatric populations, possibly making it a valuable marker when examining metabolic health status in this population. [ABSTRACT FROM AUTHOR]

In this qualitative case study, we examine how one alternative school in the Northeastern United States has used liberatory pedagogies to re-engage students in learning. This school provides one example of a small learning environment that seeks to center Black and Latinx students in pedagogy, curriculum, and student-teacher relationships. We begin by delving into broader conceptualizations of culturally sustaining teaching and liberatory praxis. Through interviews with alumni, current teachers, and administrators, as well as focus groups with all current students and a Youth Participatory Action Research (YPAR) project, we identify key components of the program that have allowed for transformative educational experiences. Three key themes were found through this research, which are envisioned as components of a model of liberatory pedagogy: (1) teacher values and practices; (2) deep relationships with students; and (3) critical consciousness while promoting racial/ethnic pride. The findings provide a framework for schools, both traditional and alternative, seeking to teach through a culturally sustaining lens. We conclude with recommendations about how these findings can be more broadly applied. [ABSTRACT FROM AUTHOR]

Objective: This study examined racial-ethnic differences in attention-deficit hyperactivity disorder (ADHD) diagnosis and treatment during adolescence and early adulthood. Methods: A national health care claims database was used to identify a cohort of 4,216,757 commercially insured youths with at least 1 year of coverage during 2014–2019. Racial-ethnic differences in the prevalence of visits with a recorded ADHD diagnosis (identified through ICD-9-CM and ICD-10-CM codes) and of ADHD treatment (identified through medical claims for psychosocial treatments and pharmacy claims for ADHD medications) were examined. Period prevalence rates were determined within five age categories, stratified by race-ethnicity. Poisson regression with a natural log link was used within each age category to estimate prevalence ratios (PRs) comparing prevalence in each racially and ethnically minoritized group with prevalence in the White group. Results: The overall prevalence of ADHD diagnosis was 9.1% at ages 12–14 and 5.3% at ages 24–25. In each age category, Asian, Black, and Hispanic youths had lower prevalence of ADHD diagnosis than did White youths (PR=0.29–0.77). Among youths with an ADHD diagnosis, relative racial-ethnic differences in treatment were small (PR=0.92–1.03). Conclusions: Throughout adolescence and early adulthood, racially and ethnically minoritized youths were less likely than White youths to have health care visits with recorded ADHD diagnoses and, among those with diagnoses, were also slightly less likely to receive treatment. More research is needed to understand the processes underlying these differences and their potential health consequences among racially and ethnically minoritized youths. [ABSTRACT FROM AUTHOR]

School‐based law enforcement (SBLE) have become increasingly common in U.S. schools over recent decades despite the controversy surrounding their presence and lack of consensus around their associated benefits and harms. Drawing on the history and evidence base regarding SBLE, we advocate for an end to SBLE programs. Grounding our argument in principles of Community Psychology and positive youth development, we outline how the presence and actions of SBLE negatively affect individual students as well as school systems, with particularly harmful outcomes for students with minoritized and marginalized identities. Research on SBLE and school crime does not provide consistent evidence of positive impacts, and many studies find null effects for the relationship between SBLE and school crime or increases in crime and violence in schools. Though funding for SBLE is often prompted by high‐profile acts of gun violence in schools, evidence suggests that SBLE neither prevents these incidents, nor lessens the severity when they do occur. Thus, we advocate for removing law enforcement from school settings and redirecting resources into inclusive, evidence‐informed responses that are generally safer and more effective than SBLE. We close by outlining the policy landscape governing SBLE programs and ways communities can lobby for change. Highlights: Youth attending schools with school‐based law enforcement (SBLE) experience more negative outcomes.Black and Latinx youth experience greater negative effects of SBLE.SBLE presence negatively affects school climate.There is little evidence that SBLE prevents or limits school shootings.Recommendations are provided for school practices, policy changes, and grassroots organizing. [ABSTRACT FROM AUTHOR]

Children's literature is an important pedagogical tool in early childhood classrooms as it provides opportunities for young readers to engage with texts and to see the world from multiple perspectives. Central to cultivating equitable early childhood learning experiences is utilizing children's literature with multiple representations of historically underrepresented individuals and communities. In this article, we report on our analysis of episodes of care (Noddings, Journal of Educational Change 2:35–43, 2001) across select Pura Belpré awarded texts for early childhood grades. Additionally, we share findings from across our critical multicultural analysis of these select texts to highlight depictions of age, sex, race, ethnicities, socio-economic status, and geographic regions. Discussion focuses on exploring an ethic of care across the voices and representations of Latinx youth and families in these awarded texts and how such conversations are vital with young children in today's early childhood classrooms. [ABSTRACT FROM AUTHOR]

Introduction: Cases and severity of presentation of youth-onset type 2 diabetes (Y-T2D) increased during the COVID-19 pandemic, yet the potential drivers of this rise remain unknown. During this time public health mandates paused in-person education and limited social interactions, resulting in radical lifestyle changes. We hypothesized that the incidence and severity of presentation of Y-T2D increased during virtual learning amidst the COVID-19 pandemic. Materials and Methods: We conducted a single-center retrospective chart review to identify all newly diagnosed cases of Y-T2D (n = 387) at a pediatric tertiary care center in Washington, DC during three predetermined learning periods as defined by learning modality in Washington, DC Public Schools: pre-pandemic in-person learning (March 11, 2018–March 13, 2020), pandemic virtual learning (March 14, 2020–August 29, 2021), and pandemic in-person learning (August 30, 2021–March 10, 2022) periods. Results: Incident cases were stable during pre-pandemic in-person learning (3.9 cases/month, 95% CI: 2.8–5.4 cases/month), increased to a peak during virtual learning (18.7 cases/month, 95% CI: 15.9–22.1 cases/month), and declined with return to in-person learning (4.3 cases/month, 95% CI: 2.8–6.8 cases/month). Y-T2D incidence was 16.9 (95% CI: 9.8–29.1, p < 0.001) and 5.1-fold higher (95% CI: 2.9–9.1, p < 0.001) among non-Hispanic Black and Latinx youth, respectively, throughout the study period. Overall COVID-19 infection rates at diagnosis were low (2.5%) and were not associated with diabetes incidence (p = 0.26). Conclusions: This study provides timely insights into an important and modifiable correlate of Y-T2D incidence, its disproportionate impact on underserved communities, and the need to consider the effects on long-term health outcomes and preexisting healthcare inequities when designing public policy. [ABSTRACT FROM AUTHOR]

This article explores the relationship between sanctuary policies and school bullying, specifically focusing on Hispanic youth in the United States. The authors highlight the rise in bullying incidents targeting Hispanic students and the negative consequences on their academic performance and mental well-being. By analyzing administrative and self-reported student data, the study reveals that sanctuary policies have resulted in an increase in racially motivated bullying against Hispanic students. This impact is unique to Hispanic youth and not observed among other racial or ethnic groups. The findings emphasize the need to protect vulnerable youth and promote a more inclusive society. [Extracted from the article]

Parents' familism values predict a variety of Latinx American youth's academic adjustment. However, it is unclear how cultural values such as familism interact with youth's brain development, which is sensitive to sociocultural input, to shape their academic adjustment. Using a sample of 1916 Latinx American youth (mean age = 9.90 years, SD =.63 years; 50% girls) and their primary caregivers (mean age = 38.43 years, SD = 6.81 years; 90% mothers) from the Adolescent Brain Cognitive Development Study, this study examined the longitudinal relation between parents' familism values and youth's school disengagement, as well as the moderating role of youth's neural sensitivity to personal reward. Parents' familism values predicted youth's decreased school disengagement 1 year later, adjusting for their baseline school disengagement and demographic covariates. Notably, this association was more salient among youth who showed lower (vs. higher) neural activation in the ventral striatum and the lateral OFC during the anticipation of a personal reward. These findings underscore the protective role of familism for Latinx American youth, highlighting the necessity of developing culturally informed interventions that take into consideration a youth's brain development. [ABSTRACT FROM AUTHOR]

To systematically review the prevalence of Attention Deficit Hyperactivity Disorder (ADHD) among Black children and adolescents compared to White, Latino and Asian children and adolescents. Peer-reviewed articles were identified in seven databases and included if they reported prevalence of ADHD among Black children and adolescents living in a minority context and compared rates to at least one of White, Latino or Asian samples. A total of 7050 articles were retrieved and 155 articles were subjected to full evaluation. Twenty-three studies representing 26 independent samples were included. The pooled sample size was n = 218,445 (k = 26), n = 835,505 (k = 25), n = 493,417 (k = 24), and n = 66,413 (k = 7) of Black, White, Latino, and Asian participants, respectively. Pooled prevalence rate of ADHD was 15.9% (95%CI 11.6% – 20.7%) among Black children and adolescents, 16.6% (95%CI 11.6% – 22.2%) among Whites, 10.1% (95%CI 6.9% – 13.8%) among Latinos and 12.4% (95%CI 1.4% – 31.8%) among Asians. There was no significant difference in prevalence between ethnic groups, whereas both Black and White children and adolescents had marginally statistically significant higher prevalence than Asians. The results of a meta-regression analysis showed no moderating effects of the type of sample and the year of publication of studies. A significant publication bias was observed, suggesting that other moderators were not identified in the present systematic review. In contrast to the assertion in the DSM-5 that clinical identification among Black children and adolescents is lower than among White children and adolescents, the present meta-analysis suggests similar rates of ADHD among these two groups. The importance of considering cultural appropriateness of assessment tools and processes is emphasized. [ABSTRACT FROM AUTHOR]

Whether Latinx families use youth mental health services (MHS) depends on complex influences of barriers and facilitators within and outside of the home. This research sought to shed light on caregiver strain as part of the equation focused on parental identification and responses to youth mental health needs. We examined multiple dimensions of caregiver strain as potential mediators between youth mental health symptom severity and psychological counseling utilization. The present sample consisted of 598 Latinx caregivers to youths ages 6–18 who provided information on youth internalizing and externalizing problems, caregiver strain, and youth psychological counseling service utilization within the last year. Our findings suggest that youth symptom severity (internalizing and externalizing problems) was generally positively associated with dimensions of caregiver strain. Youth symptom severity through objective and subjective internalized strain pathways were associated with greater odds of youth MHS utilization. In contrast, youth symptom severity through subjective externalized strain reduced the odds that Latinx caregivers would report utilizing youth MHS. These models only partially mediated the relationship between youth problems and service use. Findings suggest that Latinx caregivers may navigate conflicting sources of strain related to their child's mental health problem severity in ways that may differentially impact the odds that they access youth MHS. Along with addressing structural and systemic barriers to care, utilization of psychological counseling services may also be improved through interventions that help Latinx caregivers view youth services as avenues for addressing caregiver strain and providing psychoeducation that frames externalized strain within a mental health lens. [ABSTRACT FROM AUTHOR]

Bicultural stress, adolescents' appraisal of intergenerational conflict and discrimination from peers, can strain youths' capacity for functional coping and positive adaptation. Conversely, internal assets (IAs; i.e., positive identity and social competencies) promote thriving and resilience. We assessed associations between bicultural stress and past 30-day bullying victimization and perpetration and the protective effects of IAs among Hispanic and Somali youth. Results of multilevel mixed effects models indicate that bicultural stress was associated with higher frequency of past 30-day bullying victimization (β = 2.14, SE = 0.26) and perpetration (β =.79, SE = 0.17) however, youth with high IAs had the lowest frequency of bullying behaviors even at elevated levels of bicultural stress (p 's <.001; adjusting for family functioning, parent/caregiver reported SES, marital status, and number of children). Results underscore the promise of fostering immigrant origin youths' positive identity and social competencies to facilitate healthy developmental and well-being over the life course. [ABSTRACT FROM AUTHOR]

Previous studies have suggested the impact of intervention fidelity on the management and prevention of chronic diseases; however, little is known about the effect of the contributing determinants (at multiple levels of influence) that can impact health-related interventions intending to improve the health status of Hispanic adolescents with overweight or obesity. The current study aimed to assess whether fidelity (i.e., dosage and quality of the program delivery), acculturation (i.e., orientation to the American culture, retention of Hispanic cultural values), and individual-level socio-demographic characteristics (i.e., income, education) predict changes in family processes (e.g., parent control), which in turn may affect adolescent health-related outcomes including body mass index (BMI), physical activity, dietary intake, and adolescents' health-related quality of life. A pathway analysis model was utilized to explore the study variables among 140 Hispanic parent-adolescent dyads randomized to Familias Unidas Health and Wellness (FUHW) intervention. Results indicated that fidelity was significantly associated with changes in parent-adolescent communication, parent monitoring, limit-setting, and control. Parents' education was associated with changes in parent limit-setting, and parent Hispanicism was associated with changes in parent limit-setting and discipline. The examination between family processes and adolescent health outcomes revealed that parents' higher discipline and improved communication with their adolescents were significantly associated with improved adolescents' quality of life, and parent control was positively associated with physical activity and negatively associated with BMI in adolescents. Our findings demonstrated the significant contribution of intervention fidelity and participants' characteristics in parenting strategies leading to adolescents' health outcomes to prevent obesity-related chronic diseases. Future research is needed to investigate the effect of environmental and organizational factors on the delivery of the intervention materials. [ABSTRACT FROM AUTHOR]

Using a multidimensional, integrative approach this study examined the influence of social position factors (nativity, economic hardship, and language) and environmental contexts (community trauma, geographic location, and discrimination) on three domains of school engagement (cognitive, behavioral, and relational) among a community sample of first‐ and second‐generation Latino adolescents. Findings from this study reveal that both social position and environmental contexts significantly and differentially predicted each of the three domains of school engagement. Participants (n = 306) included students from 11 high schools in two US cities. Fifty‐three percent were first‐generation immigrants and 80% were born, or had a parent from, Mexico or Central America. Results indicated that all three social position factors (nativity, economic hardship, and language) and two of the three environmental contexts (community trauma exposure and discrimination) significantly and differentially predicted each of the three domains of school engagement. Findings emphasize the direct effects of student's social positionality and environmental contexts on their engagement in school. Practitioner Points: Environmental factors, such as community trauma exposure and discrimination predicted lower behavioral and relational engagement in school.Greater economic hardship also predicted lower behavioral and relational engagement in school.Being a first‐generation immigrant and having limited English proficiency predicted greater cognitive engagement but lower relational engagement in school. [ABSTRACT FROM AUTHOR]

To what extent are Hispanic and Latinx students with gifts and talents proportionally identified? To what extent are they missing from identification (ID) due to lack of access or underidentification? This study used the Office of Civil Rights data for the years 2000, 2011–2012, 2013–2014, and 2015–2016 to investigate national and state underrepresentation of Latinx youth with gifts and talents. Schools were examined separately by Title I and non-Title I status and by locale (city, suburb, town, rural) to determine whether poverty concentration and/or school locale matter in the ID of Latinx youth. Lack of access to ID was not a major contributing factor to the underrepresentation of these students. Rather, it was the chronic underidentification of Latinx students, regardless of school Title I status or school locale. In 2015–2016 there were 588,891 Latinx students identified with gifts and talents, with between 658,544 (52.79%) and 1,164,363 (66.41%) gifted Latinx youth missing from ID. Across the United States, students with gifts and talents who are Latinx are experiencing discriminatory gifted education policies and practices. [ABSTRACT FROM AUTHOR]

"Growing up Latinx: Coming of Age in a Time of Contested Citizenship" by J.S. Fernández explores the experiences of Latinx youth in California and their responses to social and political pressures. The book focuses on the youth activist group Change 4 Good and their discussions about citizenship, resistance, and the limitations they face. It highlights the conflicts they encounter between school lessons on civic action and the need for more active engagement in their community. The book also delves into the struggles these youth face as they navigate mixed-status families and conflicting messages about citizenship. Overall, "Growing up Latinx" offers insights into the complex nature of citizenship and the importance of providing a space for youth to question and understand the world around them. [Extracted from the article]

In the United States, where Black and Hispanic youth are disproportionately targeted by marketers, persuasion knowledge (PK) has not been thoroughly studied among underrepresented groups. The extent to which Black immigrant/refugee adolescents understand persuasion tactics and develop coping skills is explored in this mixed-methods study. Adolescents were aware of persuasion tactics on social media, relying on visual cues to identify sponsored posts. Media use was positively related to PK, and African American media use was associated with skepticism. Although there remains a need to further develop PK, adolescents demonstrated generally skillful coping strategies for influencers' persuasion tactics. [ABSTRACT FROM AUTHOR]

Ensuring healthy development for youth is one of the Grand Challenges of the social work profession. This Grand Challenge seeks to reduce behavioral health problems in youth through prevention efforts. This paper presents a mixed-methods study of sixty Latina adolescents from low-income schools to better understand their perceptions of what it is like to be a girl in U.S. society and explore their strengths through their developmental assets. Understanding their assets rather than deficits would allow social workers as program developers, practitioners, and researchers as well as educators, to be able to focus on prevention. Overall, the study participants showed a strong foundation of assets reflecting personal development along with perceived support from family, school, and other social aspects of their lives. Some of the girls exhibited developmental vulnerability in terms of positive identity and constructive use of time. Additionally, findings from focus groups suggested four themes, including feeling external pressure from both other girls and boys to meet societal beauty ideals, gender-based norm disparities and double standards, desire for reliable support systems, and belief in self about achieving their goals. Based on the findings, implications for social workers engaging in positive youth development and preventative programming for Latina adolescents are provided through intersectionality and equity. [ABSTRACT FROM AUTHOR]

This study examines how Black and Latinx youth organizers navigate intersectionality and positionality as they campaigned for community and educational justice. Studies have shown the value of youth organizing for Black and Latinx populations but there is limited knowledge of how members navigate their differences to deepen solidarity efforts. The research questions are (1) how do youth organizers negotiate their positionality in terms of privileges and vulnerabilities? and (2) how do youth organizers show up for each other when addressing issues that do not affect everyone the same? We draw on a longitudinal, mixed-methods study that follows multiple cohorts of youth organizers, which revealed that young people in youth organizing spaces had a sophisticated understanding of their own identities and positionality in relation to their campaigns and other youth who did not share the same identity. [ABSTRACT FROM AUTHOR]

The number of Latinx youth in after-school programs continues to rise, yet we know little about how urban after-school programs nurture the development of Latinx youth critical consciousness. This study draws on critical ethnographic research to explore the ways in which one after-school program developed low income Latinx youth critical consciousness. Using participatory observational data, this study examined praxis (critical reflection and critical action) between January 2016 and April 2019. The data revealed (a) Latinx youth critically reflected on educational injustice within multiple school settings, practices, and policies and (b) engaged in three types of critical action to challenge oppressive educational practices and policies. This research suggests the after-school program pedagogy and adult facilitator actions nurtured the development of Latinx youth critical consciousness. This study contributes to the out-of-school time youth development scholarship by highlighting the ways after-school programs afford Latinx youth with a transformative context to develop their critical consciousness. [ABSTRACT FROM AUTHOR]

This study examines the association between school-based discrimination and social-emotional learning (SEL) for Latinx students and the potential protective role of school commitment to diversity, equity, and inclusion (DEI). We also examine whether these associations differ based on Latinx youth's gender and sexual orientation. The sample included 2,017 Latinx youth (ages 11–21; 49% girls) from middle schools and high schools across the United States based on path analyses, we found that school-based discrimination is negatively associated with SEL and that commitment to DEI buffers the negative impact of discrimination on SEL. Multigroup analyses revealed some differences in the path analyses among girls compared to boys and sexual minority youth compared to heterosexual youth. Our findings suggest that school commitment to DEI can be protective against the negative effects of school-based discrimination on SEL for Latinx students and highlight the importance of considering within-group differences among Latinx youth. [ABSTRACT FROM AUTHOR]

The Latinx population is the largest minority group in the United States and education is consistently identified as a critical topic among both US and foreign‐born Latino voters. In this article, the authors representing two land‐grant universities from a western (Oregon) and southern (North Carolina) region of the nation demonstrate how culturally responsive evaluation (CRE) principles are used to identify impacts and continuous program improvement to the development and implementation of a program driven to provide access and equitable experiences, knowledge, and resources to support the educational success of Latinx youth. Since 2007, the Juntos Program has intentionally focused on family engagement to drive students' academic success. This article will showcase the evolution of program evaluation practices driven by the communities' voices and how collaborative CRE can strengthen the work while ensuring communities' unique cultures based on demographic areas are acknowledged. This article will present a historical Juntos evaluation framework as an example of how Latinx families have participated in the evolution of the program's evaluation practices. In addition, it will provide insights and tools for others who wish to improve the cultural responsiveness of their programs. We acknowledge that identity is personal, and preference for various labels and terminology for the Hispanic/Latino/a/e/x vary based on the individual, community, and context. We respect the use of Hispanic, Latino/a/e/x, and a person's country of origin, which many Juntos families prefer. This article will use "Latinx" as a gender‐inclusive umbrella term. [ABSTRACT FROM AUTHOR]

Effective family‐based interventions are needed for youth who are experiencing emotional and behavioral difficulties and who are impacted by powerful environmental stressors. Culturally Informed and Flexible Family‐Based Treatment for Adolescents (CIFFTA) is a manualized and evidence‐based, multicomponent family‐based treatment that has been shown to be efficacious in research settings. The purpose of this paper is to report on the effectiveness of implementing CIFFTA for the treatment of Latino and Black youth and families in community settings. Utilization of services offered and changes in youth presenting problems and family functioning were used to evaluate the program. Two hundred thirty‐two youth (11–18 years of age) and their caregivers were recruited over 2 years and CIFFTA was delivered by experienced masters‐level family therapists over a 12–16‐week period. Seventy‐six percent met the 8‐session criteria for retention in treatment and 71% completed treatment. Results showed significant improvements in youth behavioral and emotional presenting problems, reduction in family conflict and improvement in family cohesion and communication. Caregiver well‐being such as reductions in parental stress, relational frustration, and improvement in parental confidence also showed significant improvement. Analyses of reliable change indices showed a substantial improvement in youth who entered the program in the clinical range of presenting problems. The findings point to CIFFTA's ability to retain youth and families who tend to underutilize needed services, to significant reductions in presenting problems, and to improvements in family functioning when implemented in a community setting. [ABSTRACT FROM AUTHOR]

This study explored Black and Latinx youth organizers' experiences of racism within national gun violence prevention organizing spaces. Interview data were analyzed from 17 Black and/or Latinx youth (Mage = 20.17, 47% women) across the United States who organized against gun violence. The findings identified three forms of racism that Black and Latinx organizers experienced in national organizations: (1) being tokenized for their racial identities and experiences without having real decision making power; (2) feeling a burden to educate their white peers about the structural causes of gun violence and how to improve organizing spaces for other youth of color; and (3) being silenced in their racially conscious organizing efforts to address the structural causes of gun violence in their communities. This research highlights how Black and Latinx youth gun violence prevention organizers contend both with structural racism in their everyday lives and racism in organizing spaces. [ABSTRACT FROM AUTHOR]

There is a dearth of knowledge in the coping literature on how minoritized youth cope with racism‐related stressors and the predictors of effective coping responses. This two‐wave study examined the direct and indirect effects of ethnic‐racial socialization on depressive and anxiety symptoms via proactive coping with discrimination in a community sample of 135 Latinx adolescents (Mage = 16, SD = 1.27; 59% female). Results indicate that cultural socialization was related to higher use of proactive coping with discrimination 6 months later, which in turn, was related to fewer depressive and anxiety symptoms. There were no direct or indirect effects between preparation for bias and mental health outcomes. [ABSTRACT FROM AUTHOR]

Reports of deportation can create a state of chronic fear in children living in mixed-status immigrant families over their own or a loved one's potential deportation. One indicator of health disparities among youth is elevated rates of alcohol, tobacco, and other drug use (ATOD). Yet little is known about the effects of fear of deportation (FOD) on ATOD or what might promote resilience. We explore the associations between FOD and ATOD use, how stress mediates this relationship, and whether hope moderates the mediated pathway from FOD to ATOD. Participants were 200 first- and second-generation 7th grade Hispanic youth (49% female) assessed across three waves of data. A moderated mediation model tested the indirect effect of FOD on ATOD through stress and whether hope moderated these associations. FOD was measured by the Family Fear of Deportation Scale. Snyder's Children's Hope Scale measured hope. Stress was measured by a short version of Pediatric Psychological Stress Measure. ATOD was adapted from the Monitoring the Future project. FOD was not directly associated with ATOD use. However, this path was fully mediated by stress. Hope significantly moderated the path from FOD to stress such that a one unit increase in hope completely offset the effects of FOD on stress. Hope did not moderate the path from stress to ATOD use. Interventions that increase awareness of deportation trauma, alleviate stress, and promote hope may help prevent, delay initiation into, and/or decrease ATOD among Hispanic first- and second-generation youth. [ABSTRACT FROM AUTHOR]

The article delves into the critical raciolinguistic labor of racialized multilingual students, highlighting the embodied and affective aspects of their language practices. It explores how their positionalities and experiences shape their language labor against dominant raciolinguistic ideologies, emphasizing the need to honor and learn from their critical languaging for linguistic justice and pedagogical reconfiguration.

The current study aimed to identify profiles of youth presenting with a unique combination of environmental characteristics and understand the differential relationship between profile membership, anxiety, and depression symptoms. Data were drawn from 158 Latino youth between the ages of 11 and 13. Youth provided information on community violence exposure, acculturative stress, familial and peer support, and parental supervision. Main analyses included Latent Profile Analysis and Multivariate Analysis of Variance. Support for a four‐profile model was found. Profiles are distinguished by mean levels of community violence exposure, acculturative stress, familial and peer support, and parental supervision. Profile membership was significantly associated with anxiety and depression, separately. Those belonging to the profile with the highest levels of environmental risk reported the highest levels of anxiety and depression. Findings contribute to a personalized understanding of risk and protective experiences in the environment for Latino youth. [ABSTRACT FROM AUTHOR]

There is a significant gap in the literature about Indiana Latino students' struggles to access post-secondary options. This study uses focus groups and interviews to explore parents', students', and teachers' perceptions about barriers and opportunities Latino high school students have to transition into education options after high school. Findings suggest that Latino families, especially newcomers, lack knowledge and resources to overcome perceived barriers and take advantage of available opportunities. While parents have college aspirations for their children and perceive financial issues as the main obstacle, students identified language, academic, financial, cultural, and legal barriers hindering them from reaching their education goals. Newcomer families find more challenges as they have not built college-knowing social networks. The study expands on existing knowledge about how factors such as college aspirations, immigrant status, English proficiency level, perceived academic preparation, acculturative stress, and school messages and resources interplay to influence students' decisions and expectations. The study reaffirms the need for early exposure to college-going knowledge and strategies to reduce the negative impact of social stressors and to provide Latino students with equal educational opportunities to fulfill their goals. [ABSTRACT FROM AUTHOR]

This interdisciplinary article examines literature across Education, Social Work, and Chicano/a/Latino/a Studies. By interweaving the literature with student voices, clinical knowledge and field observations, the authors use a Community Cultural Wealth Framework to highlight an afterschool program that empowers and encourages Latinx youth to use testimonio as a powerful transformational tool. While the students at the center of this program actualize six forms of capital within CCW, we focus on aspirational, resistant, and navigational capital in this study. The authors provide examples of students exploring various modes to amplify their voices through skills co-developed with undergraduate students. The overall goal of the study was to identify programmatic strategies that support Latinx students. The findings illustrate the need for further Youth Participatory Action Research that can be a vehicle for change with practitioners and researchers. This coauthored article is written by a graduate student with a professional background as a licensed clinical therapist, and secondly, through a faculty member who has seven years of experience working with Latinx high school youth through various programming. [ABSTRACT FROM AUTHOR]

The present study was designed to examine the direct and indirect relations between acculturative stress and Latinx youth prosocial tendencies. In addition, we considered family conflict, parental support, and parental psychological control as explanatory mechanisms. Participants included 306 (53.8% female, Mage = 15.50, SD =.42; range = 14 to 18) Latinx adolescents and their parents (87.9% mothers). The majority of adolescents were born in the U.S. (n = 206, 68.0%; average time in U.S. = 10 years) and identified as a Mexican heritage group member (n = 248, 81.0%). Findings differed by youth gender and suggest that for boys, parental support (but not psychological control) serves as underlying mechanism in the effects of acculturative stress and family conflict on youth's prosocial behaviors. Contrastingly, for girls, parental support (but not psychological control) serves as underlying mechanism in the negative effects of family conflict (but not acculturative stress) on youth's prosocial behaviors. The findings are discussed in the context of the need for integrative theories that account for cultural, family and gender-related socialization mechanisms to better understand prosocial behaviors among Latinx youth. [ABSTRACT FROM AUTHOR]

Organized out-of-school time (OST) activities are critical assets that help youth develop life and social skills. Latine youth have some of the lowest rates of participation in OST activities out of all racial and ethnic subgroups due to structural and interpersonal barriers that perpetuate and reproduce patterns of inequality. The purpose of the current study was to describe a youth-led, community-driven, sport-based positive youth development program, the Los Angeles Football Club Youth Leadership Program, and examine associations with participation across three levels: (1) alumni's enrollment and employment outcomes; (2) youth leaders' outcomes (e.g. pre- and postprogram surveys); and (3) outputs of the program's community outreach efforts (e.g. demographics and outputs associated with youth-led community-based activities). Drawing on the study's findings, authors argue that this program describes an emergent "ladder to leadership" model that can guide community engagement through the delivery of culturally responsive programming and the use of sport to support social–emotional learning during OST. These findings contribute to an important discussion of how to leverage sport to address issues of access and equity during OST for Latine youth. [ABSTRACT FROM AUTHOR]

This study examined the independent and interactive effects of alcohol use disorder genome-wide polygenic scores (AUD-PGS) and parenting and family conflict on early adolescent externalizing behaviors. Data were drawn from White (N = 6181, 46.9% female), Black/African American (N = 1784, 50.1% female), and Hispanic/Latinx (N = 2410, 48.0% female) youth from the adolescent brain cognitive development Study (ABCD). Parents reported on youth externalizing behaviors at baseline (T1, age 9/10), 1-year (T2, age 10/11) and 2-year (T3, age 11/12) assessments. Youth reported on parenting and family environment at T1 and provided saliva or blood samples for genotyping. Results from latent growth models indicated that in general externalizing behaviors decreased from T1 to T3. Across all groups, higher family conflict was associated with more externalizing behaviors at T1, and we did not find significant associations between parental monitoring and early adolescent externalizing behaviors. Parental acceptance was associated with lower externalizing behaviors among White and Hispanic youth, but not among Black youth. Results indicated no significant main effect of AUD-PGS nor interaction effect between AUD-PGS and family variables on early adolescent externalizing behaviors. Post hoc exploratory analysis uncovered an interaction between AUD-PGS and parental acceptance such that AUD-PGS was positively associated with externalizing rule-breaking behaviors among Hispanic youth, but only when parental acceptance was very low. Findings highlight the important role of family conflict and parental acceptance in externalizing behaviors among early adolescents, and emphasize the need to examine other developmental pathways underlying genetic risk for AUD across diverse populations. [ABSTRACT FROM AUTHOR]