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To address injustices that privilege whiter neighborhoods, many advocate for residential integration. The developmental consequences of greater exposure to whiteness associated with integration, however, are unclear. Research examining BIPOC adolescent development within the context of intraindividual changes in neighborhood white concentration—the changes that take place if an adolescent moves to a whiter neighborhood or if their neighborhood becomes whiter—is needed. We examined trajectories of internalizing and externalizing symptoms in a longitudinal sample of U.S. Mexican adolescents (N = 749; 48.9% girls; 70.2% born in the United States). When adolescents experienced an uptick in neighborhood white concentration, they experienced a corresponding uptick in externalizing symptoms. We discuss the impacts of navigating whiter neighborhoods for U.S. Mexican adolescent well‐being.

AbstractAs systems of oppression (e.g., racism) become more evident in public consciousness, Asian American families are grappling with critical discussions about social justice and oppression. To define and explore these increasingly common conversations, we propose critical consciousness socialization as an important construct for socialization research among Asian American families. Critical consciousness socialization is the transmission of knowledge about, skills for, and behavioral orientations toward analyzing and challenging systems of oppression in the interest of social justice. This article applies theories in the developmental and family sciences (Phenomenological Variant of Ecological Systems Theory and Family Systems Theory) to demonstrate future research directions for critical consciousness socialization among Asian American families. Given research suggesting that families are purveyors of information about social justice and power, research on critical consciousness socialization is important to explore the role of the family system in advancing—and actively participating in—movements towards social justice.

This study examined the developmental changes of familism values across adolescence among Latinx adolescents from an emerging immigrant community, and how changes in parental warmth were associated with changes in familism values. The sample included 547 Latinx adolescents. Multilevel model results indicated that familism values showed a linear decline from 6th to 10th grade. Between‐person analyses showed that parental warmth was related to the higher initial levels of familism values but unrelated to changes in familism values. At the within‐person level, on the occasions when adolescents report higher parental warmth, they also report higher familism values. This work highlights the importance of parental warmth for socializing developmental changes in Latinx adolescents' familism values in an emerging immigrant community context.

To address the combined importance of fathers and neighborhoods for adolescent adjustment, we examined whether associations between fathers' parenting and adolescents' problem behaviors were qualified by neighborhood adversity. We captured both mainstream (e.g., authoritative) and alternative (e.g., no‐nonsense, reduced involvement) parenting styles and examined parenting and neighborhood effects on changes over time in problem behaviors among a sample of Mexican‐origin father–adolescent dyads (N = 462). Compared to their counterparts in low‐adversity neighborhoods, adolescents in high‐adversity neighborhoods experienced greater initial benefits from authoritative fathering, greater long‐term benefits from no‐nonsense fathering, and fewer costs associated with reduced involvement fathering. The combined influences of alternative paternal parenting styles and neighborhood adversity may set ethnic and racial minority adolescents on different developmental pathways to competence.

Over the last decade, two lines of inquiry have emerged from earlier investigations of adolescent neighborhood effects. First, researchers began incorporating space‐time geography to study adolescent development within activity spaces or routine activity locations and settings. Second, cultural‐developmental researchers implicated neighborhood settings in cultural development, to capture neighborhood effects on competencies and processes that are salient or normative for minoritized youth. We review the decade's studies on adolescent externalizing, internalizing, academic achievement, health, and cultural development within neighborhoods and activity spaces. We offer recommendations supporting decompartmentalization of cultural‐developmental and activity space scholarship to advance the science of adolescent development in context.