ABSTRACT
This review synthesizes parental racial–ethnic socialization (RES) research focused on families with children of color, highlighting conceptual and measurement advances and gaps for early childhood through early adolescence (ages 0–12). Although most RES studies center on adolescents, young children notice race, experience racism, and require developmentally attuned approaches. A systematic search identified 75 empirical articles. The literature is predominantly quantitative, relies largely on mother reports, and focuses on low- to middle-income Black and Latine families. Preparation for bias appears less consistent in childhood, with parents weighing a variety of factors. Emerging work emphasizes parent–child alignment, socio-emotional and relational dimensions, internal parental mechanisms such as beliefs and attitudes, and socio-political context. Future research should diversify samples, develop measures tailored to childhood, and employ qualitative, mixed-method, and observational approaches to capture implicit and process-oriented RES. A socio-cognitive developmental lens is essential for understanding how RES unfolds across childhood.