Alaina E. Boyle

TL;DR: This meta-analytic study systematically investigates the relations between perceived racial/ethnic discrimination and socioemotional distress, academics, and risky health behaviors during adolescence, and potential variation in these relations.

TL;DR: Significant links between both school-based involvement and parental educational expectations and adolescents’ cumulative high school grades and educational attainment are observed and academic interventions and supports could be carefully targeted to better support the educational success of all young people.

TL;DR: Transition support activities should strive to acclimate new high school students by providing inclusive, caring environments and positive connections with educators and peers to protect adolescents’ socioemotional well-being and, to a lesser extent, their academic engagement.

TL;DR: Testing the impact of a preventive intervention program, celebrating the strengths of black youth (CSBY), on African American children’s self-esteem, racial identity, and parental racial socialization messages revealed that treatment group participants had higher levels of self- esteem post intervention than WLC group participants.

TL;DR: The Adolescent ParentWays intervention program was associated with several significant pre-post differences, including enhanced parent-adolescent relationship quality, increased parent knowledge and monitoring, and lower perceived stress for parents.