Ethnic–racial socialization experiences of Mexican American youth

Research has shown that ethnic–racial socialization (ERS) predicts education and mental health outcomes for adolescents. However, limited research has evaluated the ERS experiences of Latinx students. The current study examined ERS experiences of Mexican American youth in four focus group interviews that were transcribed and analyzed at both the individual and group level using interpretive phenomenological analysis. Main themes included feeling like an outsider, navigating discrimination, encountering social/emotional difficulties, and achieving a positive identity. Each theme contained two to three subcategories that provide further insight into the Mexican Americans' ERS experiences. Participants reported within‐group discrimination, motivation to disprove stereotypes, and infrequent understanding or compassion from adults. Teachers, administrators, counselors, and school psychologists can attend to and seek to promote social connections, implement social‐emotional learning interventions, foster resilience, work to dismantle racism, collaborate with parents, and create communities of inclusion. Practitioner points Mexican American students reported benefitting from ethnic–racial socialization that emphasized the positive aspects of their culture. Students desired solutions for racism, real‐world skills for interacting across‐cultures, and emotional support. Given the students' focus on social interactions, educators can foster connections rather than simply deliver messages about ethnicity and race.