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Black US Americans' emotions are subject to stereotypes about the anger and aggression of Black people. These stereotypes are readily applied to Black adolescents' emotions. The purpose of this conceptual paper is to operationalize racial oppression in the emotional lives of Black adolescents through an application of García Coll et al.'s (1996) ecological model for minority youth development. We specify emotionally inhibitive features of Black adolescents' schools, the adaptive culture of Black Americans in the United States that responds to emotional inhibition, Black families' emotion socialization processes, and Black adolescents' emotional flexibility behaviors. Throughout, we integrate findings from research on Black adolescents' emotional adjustment with research on cultural values, emotion and racial socialization, school‐based racial experiences, and theory on emotion and cultural navigation.

The current study explored parental racial socialization and racial regard as moderators of the effects of cultural racism on depression symptoms among Black adolescents (N = 604, Mage = 15.44). When adolescents reported lower private regard and lower cultural pride messages or higher public regard and lower alertness to discrimination messages, the negative effects of cultural racism on depression symptoms were exacerbated. When adolescents reported higher private regard and more cultural pride messages, the negative effects of cultural racism on depression symptoms were attenuated. Findings suggest that racial messages transmitted to Black adolescents combined with their own racial attitudes can alter the effect of cultural racism on depression symptoms.

Despite notable improvements in theory and methods that center the lived experiences of Black adolescents, White supremacy endures in developmental science. In this article, we focus on one methodological manifestation of White supremacy—sampling decisions that assume Black adolescents are a homogeneous group. We examine overlooked concerns about within‐group designs with Black adolescents, such as the erasure of some African diasporic communities in the United States. We first describe the homogeneity assumption and join other scholars in advocating for within‐group designs. We next describe challenges with current approaches to within‐group designs. We then provide recommendations for antiracist research that makes informed within‐group design sampling decisions. We conclude by describing the implications of these strategies for researchers and developmental science.

Ethnic-racial identity (ERI) is associated with adaptive outcomes in emerging adulthood, but more research is needed on factors that may inform ERI, such as receiving one's genetic ancestry results. The current study examined changes in ERI using a pre-test post-test design in which 116 emerging adults 18–25 years were randomly assigned to either receiving their genetic ancestry results before the post-test (the testing condition) or after post-test (the control condition). We also tested whether ethnicity/race and gender moderated these associations. Findings indicated that male students of color (SOC) in the testing condition experienced an increase in ERI affirmation from pre-test to post-test, and male SOC in the control condition experienced a decrease in ERI affirmation from pre-test to post-test. There were no significant differences in ERI affirmation change between students in the testing condition and control condition for female SOC, White males, or White females.