Else-Quest, NicoleMaton, KennethTelfer, Nicole A2021-09-012021-09-012020-01-0112172http://hdl.handle.net/11603/22925Academic achievement is an important determinant of adolescent outcomes (Skinner, McHale, Wood, & Telfer, 2018). Moreover, parents sometimes engage in ethnic-racial socialization (ERS) practices in an effort to increase youth'sself-esteem, and ERS practices have been found to have implications for youth'sacademic achievement. The current study explored how parents? ERS practices, such as preparation for bias, promotion of mistrust, and cultural socialization were associated with subsequent academic achievement among African American, Asian American, Latinx, and European American adolescent boys and girls. A total of 370 adolescents from waves 1 (T1) and 2 (T2) were recruited to the Philadelphia Adolescent Life Study (PALS). Results revealed significant racial/ethnic group differences and gender similarities in ERS practices. Yet, ERS did not predict youth'sacademic achievement; neither gender nor the interaction between gender and race/ethnicity moderated that link. Future studies should continue to explore the role of socio-cultural factors on youth'sachievement.application:pdfacademic achievementadolescentsethnic-racial socializationfamilies of colorgenderintersectionalityText