| Summary: | Racial-ethnic socialization is a process where parents pass beliefs and behaviors to their children, including critical reflections on race and racism. Currently, it is not well known across racial/ethnic groups in the U.S how parents’ socialization competency (confidence, skills, and stress surrounding the delivery of racial-ethnic socialization) coalesces with the frequency with which they deliver different types of socialization messages (socialization content). The current study utilizes latent profile analysis to examine racial-ethnic socialization content and competency patterns among 203 Black, 194 Latinx, and 188 Asian American parents (<i>n</i> = 585, <i>M</i><sub>age</sub> = 44.46, <i>SD</i> = 9.14, 59.70% mothers) with children 10–18 years old (<i>M</i><sub>age</sub> = 14.30, <i>SD</i> = 2.49, 50.3% female). Furthermore, we relate profiles to sociodemographic and relevant factors posited to impact socialization competency and content delivery, namely, discrimination and critical consciousness dimensions (reflection, motivation, action). We observed three parental profiles: Less Prepared Stressed Low Frequency (LPSLF; <i>n</i> = 285), Prepared Low Stress Frequent (PLSF; <i>n</i> = 204), and Prepared Stressed Frequent (PSF; <i>n</i> = 96) socializers. Profile differences emerged on parental and youth sociodemographic factors, lifetime discrimination exposure, and each parental critical consciousness dimension. This study lays a foundation for the combined study of racial-ethnic socialization competence and content in diverse groups, a practice crucial to understanding 21st century parenting.
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