Adolescents who identify as asexual (i.e., do not experience sexual attraction) remain understudied despite a recent increase in studies carried out among asexual adults. The present study provides data on the frequency of asexual identities among adolescents with attention to diversity across the asexuality spectrum, including a focus on demisexual adolescents. We utilized a national sample of 17,112 LGBQA + adolescents aged 13–17—of which 773 (4.5%) identified as asexual and 105 (0.6%) identified as demisexual. We compared those identifying as asexual and those identifying as demisexual on outness and social–emotional adjustment. In addition, we tested differences between asexual adolescents and allosexual sexual minority youth (SMY) on their sexual identity outness and social–emotional adjustment, and whether the associations differed by sexual identity. We found that asexual adolescents were out to significantly fewer people and experienced fewer depressive symptoms than demisexual adolescents. Asexual adolescents reported lower outness, greater depressive symptoms, and lower self-esteem compared to allosexual SMY. Greater outness was associated with higher self-esteem across asexual and allosexual SMY. These findings suggest increasing identification as asexual among youth compared to previous generations and point to greater social–emotional adjustment challenges for asexual compared with allosexual SMY.

Ethnic and racial bias peaks during middle childhood. The development of internal motivation to respond without prejudice (IMRWP, i.e., a desire to act according to internalized beliefs about equality) and external motivation to respond without prejudice (EMRWP, i.e., the desire to appear non-prejudicial in order to avoid social censure or rejection) may help to reduce children’s racial bias. However, IMRWP and EMRWP have almost exclusively been studied among adults. The current review seeks to situate IMRWP and EMRWP research within established developmental psychological theories in order to provide a framework for needed research in this area. We describe how peer norms may contribute to or hinder internal and external MRWP development over the course of middle childhood. We consider same- and cross-ethnicity/race friendships as possible sources of IMRWP development. Finally, we address the potential for schools to contribute to both IMRWP and EMRWP development through policies that emphasize intergroup contact and education about race and racism. Given the urgent threat that ethnic and racial prejudice poses to society, better understanding the development of motivations to respond without prejudice from early in life is critical.

Racial bias peaks during middle childhood. The development of internal motivation to respond without prejudice (internal MRWP; i.e., a desire to act according to internalized beliefs about racial equality) and external motivation to respond without prejudice (external MRWP; i.e., the desire to appear non-prejudicial in order to avoid social censure or rejection) may help to reduce children’s racial bias. However, internal and external MRWP have almost exclusively been studied among adults. The current review seeks to situate adult internal and external MRWP research within established developmental psychological theories in order to provide a framework for needed developmental research in this area. We consider peer group norms, same- and cross-race friendships, and schools as possible contexts for internal and external MRWP development in middle childhood. Given the urgent threat that racial prejudice poses to society, better understanding the development of motivations to respond without prejudice from early in life is critical.