We examined the interplay of psychosocial risk and protective factors in daily experiences of health. In Study 1, the tendency to anxiously expect rejection from racial outgroup members, termed race-based rejection sensitivity (RS-race), was cross-sectionally related to greater stress-symptoms among Black adults who reported fewer cross-race friends but not among participants who had more cross-race friends. In Study 2, we experimentally manipulated the development of a same- versus cross-race friendship among Latino/a-White dyads prior to collecting daily experiences of stress-symptoms using a diary methodology. While RS-race predicted more psychosomatic symptoms in the same-race friendship condition, RS-race was unrelated to symptomatology among participants who made a cross-race friend. These findings suggest that experiences of intergroup stress can spill over into everyday life in the absence of positive contact, but cross-race friendships may be a resource that mitigates the expression of interracial stress.

Previous research has shown that teachers’ actions when addressing conflict on school grounds can shape adolescent perceptions regarding how well the school manages victimization. Our objective in this study was to determine how these perceptions influenced the likelihood that adolescent students would react to victimization scenarios by either seeking help from school authority or physically fighting back. Vignettes describing two events of victimization were administered to 148 ethnic minority adolescents (Latino, African American, and Asian backgrounds; 49% female) attending an urban high school with high rates of conflict. Positive perceptions of teachers’ actions during conflicts—assessed via a questionnaire tapping how teachers manage student conflicts both generally and in a specific instance of strife—predicted a greater willingness to seek help from school authority, which in turn negatively predicted self-reported aggressive responses to the victimization scenarios. Path analysis established the viability of this indirect effect model, even when we controlled for sex, beliefs about the acceptability of aggression, and previous levels of reactive aggression. Adolescents’ perceptions of teachers’ actions during conflicts are discussed in relation to social information processing models, improving student–teacher relations, and decreasing aggression at schools.

During interracial encounters, well-intentioned European Americans sometimes engage in subtle displays of anxiety, which can be interpreted as signs of racial bias by African American partners. In the present research, same-race and cross-race stranger dyads ( N = 123) engaged in getting-acquainted tasks, during which measures of sympathetic nervous system responses (preejection period, PEP) and heart rate variability were continuously collected. PEP scores showed that African American partners had stronger physiological linkage to European American partners who evidenced greater anxiety-greater cortisol reactivity, behavioral tension, and self-reported discomfort-which suggests greater physiological responsiveness to momentary changes in partners' affective states when those partners were anxious. European Americans showed physiological linkage to African American and European American partners, but linkage did not vary as a function of their partner's anxiety. Using physiological linkage offers a novel approach to understanding how affective responses unfold during dynamic intergroup interactions.