This preliminary investigation explored associations between Black adolescents' experiences with parental racial socialization (racial pride and racial barrier messages), dimensions of racial identity (centrality and private regard), and critical reflection regarding the need for school change of racial inequity. One hundred fifty-one (78 girls; 73 boys) high school students from the southeastern United States were sampled for this self-report cross-sectional investigation. Findings revealed significant, positive total effects of racial pride and racial barrier socialization on critical reflection. Furthermore, a significant specific indirect relationship between racial pride socialization and critical reflection through centrality (small to medium effect), but not private regard. Unexpectedly, no significant indirect associations of perceived racial barrier socialization on critical reflection through racial identity dimensions were found. Implications for our findings are discussed for school-based practitioners and policymakers.

中文翻译：

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黑人青少年的种族社会化、种族身份经历以及对学校改变种族不平等的必要性的批判性反思

这项初步调查探讨了黑人青少年的经历与父母种族社会化（种族自豪感和种族障碍信息）、种族身份维度（中心地位和私人尊重）以及对学校改变种族不平等的必要性的批判性反思之间的联系。这项自我报告横断面调查对来自美国东南部的 151 名高中生（78 名女生；73 名男生）进行了抽样调查。调查结果揭示了种族自豪感和种族障碍社会化对批判性反思的显着、积极的总体影响。此外，种族自豪感社会化与通过中心性进行批判性反思之间存在显着的特定间接关系（小到中等影响），但不是私人关注。出乎意料的是，没有发现感知到的种族障碍社会化与通过种族身份维度进行批判性反思之间存在显着的间接关联。我们的研究结果对学校从业者和政策制定者的影响进行了讨论。