skip to main content

Search for: All records

Creators/Authors contains: "Chavous, Tabbye M."

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. This study examined 164 African American adolescents’ (Mage = 15) daily reports of racial discrimination and parental racial socialization over 21 days. The study examined same‐day and previous‐day associations of adolescents’ discrimination and socialization experiences with their positive and negative psychological affect. It further explored whether racial socialization messages buffered discrimination’s effects on affect when messages were received during the same day and on the day prior to discrimination. Findings indicated the deleterious effect of racial discrimination (associated with more negative affect) and highlighted the importance of examining youth’s short‐term coping in critical developmental years. Findings also showed how messages promote positive youth emotions. However, daily moderating associations differed from prior survey studies, suggesting the importance of examining short‐term processes.

    more » « less
  2. This study examined various parental racial socialization messages as mediators between school‐based racial discrimination and racial identity formation over 4 years for African American boys (= 639) and African American girls (= 711). Findings indicated that school‐based racial discrimination was associated with racial identity beliefs. For African American boys, behavioral racial socialization messages mediated the relation between school‐based racial discrimination and racial centrality over time. Mediation also resulted for African American girls, but for a different set of race‐related messages (negative messages and racial barriers) and racial identity beliefs. The developmental significance of the findings and implications for future research are discussed.

    more » « less