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Racism is as ubiquitous as the air we breathe and the water we drink. This special section highlights burgeoning research examining White youth's development in a racist society. This research is urgent given the current political context in the United States. Although promising, developmental science needs to catch up with the groundbreaking research being conducted on Whiteness in other disciplines. Developmental science requires a conceptual reset with the utilization of theories that center racism in youth development acknowledging the privileged status of Whiteness. Developmental science should acknowledge that racism is a universal influence for all youth's development, including White youth.

There is a persistent achievement gap that persists between students of color and their white counterparts. This is a national crisis and is one of the biggest problems facing American society. However, this research should consider two phenomena regarding the gap: adolescent perceptions of racial discrimination and racial identity. Among African American youth, perceptions of discrimination have been negatively linked to diminished achievement motivation, grade point average and school engagement. Yet, racial identity has been shown to be an effective protective factor for perceived discrimination in relation to academic achievement. Thus, addressing the achievement gap requires consideration of these two complex constructs for African American youth.

It is important to consider racialized experiences and proximal indicators of academic success for Black youth when understanding the achievement gap. Acknowledging that racial discrimination is detrimental for the academic success of Black youth, this study extended previous research by examining the influence of racial discrimination stress. Using hierarchical regression analysis and a moderated moderation model, this study examined racial discrimination stress and school belonging as predictors of academic attitudes and beliefs among 344 Black youth (M age = 15.6). Additionally, we examined the interactive effects of school belonging as a buffer for racial discrimination stress, with particular focus on majority White schools. Analyses revealed that school belonging was linked with academic competence, academic efficacy, and academic skepticism. Furthermore, school belonging buffered the impact of racial discrimination stress on academic efficacy among Black youth in majority White schools. These findings highlight the co-occurrence of risk and protective factors among Black youth and demonstrate the additive influence of school racial composition on academic attitudes and beliefs. The practical and theoretical implications of these findings demonstrate the crucial role of school context in understanding risk and protective factors for the academic attitudes and beliefs of Black youth.

This paper assesses how ongoing historical racism and nativism as embedded within U.S. culture requires new and important dialogues about the omnipresence of White supremacy and its interconnected mechanisms that divide communities along the lines of race and perceived in-group status. To assess the role of immigration as it is understood through paradigms of White supremacy and systemic racism, the current study examines individual-level predictors of indifference to the BLM movement based on nativity status among Asian Americans—a racialized pan-ethnic group that is comprised of predominantly foreign-born members. Using the 2016 Collaborative Multiracial Post-Election Survey, one of the few nationally representative surveys that include detailed information about the Black Lives Matter movement, our study includes 1371 Asian immigrants (i.e., foreign-born Asian Americans) and 1635 U.S.-born Asian Americans. Results demonstrate that reporting indifference to the BLM movement differ by nativity such that foreign-born Asian Americans were significantly more likely to report indifference to the BLM movement compared to their U.S.-born Asian American counterparts. However, the impact of nativity disappears once we account for sense of belonging and acknowledgement of anti-Black racism. The sense of belonging was significant in predicting indifference to the BLM movement among U.S.-born Asian Americans only. The findings contribute to our understanding of racial sense making for Asian Americans as well as an understanding of how White supremacy translates to anti-Black racism through multiple and interconnected mechanisms for the maintenance of White supremacy.

ABSTRACTThe data on COVID‐19 show an irrefutable and disturbing pattern: Black Americans are contracting and dying from COVID‐19 at rates that far exceed other racial and ethnic groups. Due to historical and current iterations of racism, Black Americans have been forced into conditions that elevate their risk for COVID‐19 and consequently place Black children at the epicenter of loss across multiple domains of life. The current paper highlights the impact of the pandemic on Black children at the individual, family, and school levels. Based on an understanding of the influence of structural racism on COVID‐19 disparities, policy recommendations are provided that focus on equitable access to quality education, home ownership, and employment to fully address the needs of Black children and families during and after the pandemic. Research, practice, and policy recommendations are made to journal editors, funding agencies, grant review panels, and researchers regarding how research on COVID‐19 should be framed to inform intervention efforts aimed at improving the situation of Black children and families.