Table 2.

Themes, codes, and quotes from racially responsive White mothers in WRID Phase 1 vs. Phase 2 on how ‘current events’ may be impacting them/ their families

Domain	Theme	Less Advanced White Racial Identity Development (WRID) - Phase 1 Codes and Illustrative Quotes (n=119, 30% of total sample)	More Advanced White Racial Identity Development (WRID) - Phase 2 Codes and Illustrative Quotes (n=65, 17% of total sample)
Whiteness Socialization Beliefs/Values	Racism	Race and racism “Racism events” ID 56 (3 yo) “Racial tension related news and events…” ID 63 (9 yo) “The death of Mr Flyod (sic) and racism” ID 34 (5 yo)	Systemic racism and antiracism “Murder of George Floyd and systemic racism” ID 94 (7 yo) “Civil unrest and violence stemming from the recent death of George Floyd and other black men. Somehow the struggle for societal justice seems to eclipse the COVID-19 pandemic as the more immediate and acute threat.” ID 61 (6yo) I have wanted to do more to support changes to end structural racism, but haven’t wanted to risk going to protests. My mother is 78 years old, and my son has mild asthma. ID 72 (10 yo)
	Black Lives Matter	Police brutality and murder “Discussion of current events involving police brutality and protests” - ID 37 (6 yo) “I talked to CHILD (and my older child) about George Floyd’s murder and the protests. Over the past week demonstrations against police brutality have become much more central and impactful than COVID-19.” ID 70 (4 yo)	Police brutality and murder + BLM “George Floyd and the riots have created a more driven conversation on the topics of race, racism, white supremacy, BLM, LGBTQIA+, and police brutality in our household.” – ID 139 (6 yo) “Discussing police brutality and black lives matter” ID 148 (7 yo)
	Privilege	Economic privilege “Our family has a lot of privilege and that has become very clear during the pandemic along with the recent protest events within the metro. I am home full time taking care of my children and another child of a friend. I’m here all day to help and provide them with food and activities. I understand it’s not the same for every family out there. I work part time 10 hours a week and fit my work time in an hour an afternoon and over the weekend. Not every family has that kind of opportunity.” ID 114 (5 yo) ““We have been lucky that neither parent lost work and that our grocery stores have remained open, thought (sic) some food options are sporadically available - we as parents recognize this and try to pass that to the children.” ID 1 (8 yo)	White privilege “We have had lots of discussions about race, white priveledge (sic), and protests. Obviously we keep the conversation at a level that she can understand.” ID 11 (3 yo) “Currently, with the death of George Flyod (sic)and this upcoming shift in racism and such. I’m now working on how to talk to my kids regarding this and since we are white, how we can help support our family and friends of color and how we can better behave.” ID 52 (8 yo)
	Demonstrations	Riots and uprisings “Race Riots” ID 97 (6 yo) “Our City being looted by rioters has been most on our minds.” ID 36 (10 yo) “The violent riots are not American.” ID 140 (3 yo)	Protests “We have talked about the Black Lives Matter protests at home. It has also come up at Daycare. “ ID 30 (3 yo) “We have do A LOT of talking about and participating in protesting as a family.” ID 46 (6 yo)
	Parenting Values	Awareness-oriented with reactive provision of information “We have been trying to explain very little about the rioting that is going on in Minneapolis. We watch some of the Live news on tv and answer any questions he might have.” ID 155 (3 yo) “This week George Floyd was killed in our community and unsafe protests are occuring (sic) at night. We are answering questions and talking with our kids, but we aren’t watching any TV news. We read online news article and share relevant informaiton (sic) with our kids through discussions and watching online church and other things where they get bits of info and then we fill in additional information afterward.” ID 26 (6yo)	Social-justice-oriented with (pro)active and responsive approach “Since my son has been very small we’ve had conversations about how privileged we are and how others are not. About how there are doors open for us (and particularly for my white, top class/affluent son) that are not open to others. The events of the past couple of weeks have increased those conversations in our family. We talk about how it is our responsibility to be aware of our privilege and not to assume that others will think and act like we do, because they might have very different life experiences.” ID 126 (10 yo) “We live in a culturally diverse community and our family of friends is culturally diverse. Our elder child has had exposure to racism in standing up for friends and is active and involved in information around him. He asks questions and seeks to understand. As parents we feel it is our responsibility to educate the kids on inequalities around us and encouraging what we can do to learn, grow, and help stand up for The community around us. This goes for COVID related concerns as well as Racism continuing to be unmasked in our community and what, as parents, we were raised in and actively try to learn and teach our children about.” ID 177 (4 yo)
	Blame	Bad choices and Bad people “When the events around George Floyd were going on, we talked about how a police officer and George Floyd made some bad choices that resulted in consequences” ID 67 (4 yo) “We have mixed race family members and many friends from the black community and we want her to know that what that officer did was wrong and that just because there are bad cops, there are also many good cops.” ID 83 (4yo)
Whiteness Socialization Attitudes	Focus	Shift in focus from COVID to Floyd murder (external) “Current situation following George Floyd’s murder has overpowered our focus on the pandemic.” ID 2 (8 yo) “The death of George Floyd almost two weeks ago has definitely put things in perspective and sort of made us forget about COVID but has also raised my husband and I’d stress level as we live in Minneapolis and care deeply about our hurting city.” ID 127 (4yo)	Self-reflection on social positionality (internal) “Given the pandemic effects on daily life and realizing the scope of racial injustice that is becoming more apparent to this ignorant white girl, it’s emphasized a gap I’ve had in parenting my children.” ID 123 (3 yo) “race relations, George Floyd’s murder, challenges of talking to your child about police that make poor decisions while also acknowledging that you have raised them to seek the polices help when scared, hurt, etc.” ID 105 (7 yo)
	Time Orientation	Present-oriented “In the last week, we have used many screen/online resources to share and discuss the current events taking place in Minneapolis” ID 62 (6 yo) “I have also mentioned briefly in 4 year old language what is going on with racism in the world right now.” ID 45 (4 yo)	Future-oriented “While COVID is a world pandemic the conversations and social impact of George’s death is going to likely be what my children remember most about 2020 on.” ID 142 (3 yo) “It sometimes feels difficult to remember that above this storm, blue skies still exist, but we’re doing our best. While I am bracing myself for things to get worse before they get better, I am hopeful that all of this will give us the opportunity to take a look at the systems that have not been working and rebuild them with something that does.” ID 126 (10 yo)
	Source of Stress	Riots are stressful (external source) “Riots in our neighborhood is extremely stressful” ID 21 (2 yo) “A lot of my answers in regards to being worried have nothing to do with Covid- 19. More to do with the riots and hate Americans are perpetuating to everyone.” ID 185 (5 yo)	Family conversations about events are difficult (internal impact) “It has been hard to explain the George Floyd incident to her and what was happening in Minneapolis, but we try to expose her to what is going on.” ID 83 (4 yo) “We have had some difficult conversations and watched some things about systemic racism and George Floyd” ID 53 (9 yo)
	Exposure	Developmentally appropriate yet tentative “The events surrounding George Floyd are upsetting to us. We discuss some of the things going on in the world due to that horrible act but we try to do so without scaring the kids. With one child with severe anxiety (not CHILD), it can be tricky to know how much/how little to share with them. We want to them to be aware of what’s happening because we want the world to be a better place for them.” ID 39 (9 yo) “Protests, property destruction, and apparent white supremacists infiltrating our neighborhood has required great care in discussing. We live very near the heart of the protests.” ID 147 (3 yo)	Developmentally appropriate yet bold “After George Floyd’s murder, we watched a lot of news on the protests, police and the violence in Minneapolis. They had a lot of questions and we talked a lot about what was happening and why. We tried to make sure they felt safe, but also understood the reasons we were upset and people in our community were upset. We set aside specific time to talk about it.” ID 57 (10yo) “We have limited screen time related to George Floyd’s murder, protesting and rioting but have watched it together and talked about it often” ID 105 (7 yo)
	Felt Impact	Community/child impact “We’re following the recent protests-turned-rioting/looting over the murder of George Floyd and the community effects of food insecurity, home safety, school resources, etc.” ID 1 (8 yo) “CHILD has had a far more negative reaction to George Floyd’s death - she had a nightmare someone was stepping on her neck. She hasn’t related to COVID that strongly/specifically.” ID 106 (5 yo)	Personal/family impact “We as parents were very stressed for a week or two, kids seemed oblivious to helicopters and sirens but it’s been stressful overall, I’ve been sleep deprived and deeply troubled, and extremely distracted. It’s been difficult to be an emotionally present parent during this time, especially these past couple weeks.” ID 73 (3 yo) “I feel like the current events surrounding George Floyd’s murder and subsequent unrest in the twin cities has really affected my answers and mindset right now. ID 33 (4 yo)
	Dual Pandemic Coping	Dual pandemic is overwhelming “The riots/protests while covid 19 is happening is extremely insane.” ID 98 (2 yo) “Between COVID-19 and the George Floyd protests, we are at capacity of our ability to manage emotions and take in and process information, especially the kids.” ID 158 (5 yo)	Grateful and managing during dual pandemic “I think the #BLM movement is SO big right now - it is bigger than the pandemic, or at least it feels more important right now. I think it actually provides some hope for us because this is something we can do something positive about vs. staying at home trying not to get sick.” ID 148 (7yo) “I feel like we were in a pretty good groove with sheltering at home, distance learning, husband working at home. I think the George Floyd murder has put some stress and tension in our home. The adults are stressed and tired and I think the kids are starting to feel it as well.” ID 19 (4yo)
Whiteness Socialization Practices	Color evasiveness and Power- evasiveness	Power-evasive conversations “We had to talk about the George Floyd situation” ID 122 (9 yo) “We have discussed reasons for curfews, and other issues related to the George Floyd uprisings” ID 51 (8 yo) “The rioting in Minneapolis and across the country has needed a fair amount of explanation.” ID 14 (7yo)	Power-conscious Conversations “The racial justice revolution in response to the murder of George Floyd and countless other Black Americans is influencing our family’s conversations and behavior much more than the pandemic is.” ID 50 (2 yo) “We’ve been talking about racism and black lives matter and the protesting and riots in Minneapolis.” ID166 (7 yo) “Lots of discussion about police and BLM” ID 111 (10 yo)
	Racial Socialization	Egalitarianism “When riots were occurring over George Floyd we talked a little bit about why people were upset (at a high level), why there were police trying to protect buildings and people, and to be kind to all people.” ID 54 (3 yo) “We have talked about race and (sic) that God created everyone uniquely different and the same.” ID 66 (3 yo)	Unveiling culture of Whiteness to resist/change “We used some online stories and Civil Rights videos on Youtube together as a family to talk about what happened to George Floyd and racism and white privilege in general” ID 144 (5 yo) “We discussed white privilege, racism, how is history is taught (and it’s limitations) in context of Mr.Floyd’s death” ID 93 (6 yo)
	Following News	Following news obsessively “I’ve had a problem with overconsumption of news since the pandemic and, more recently, the George Floyd murder.” ID 100 (4 yo) “George Floyd and subsequent local activity. We had greatly reduced adult tv time from COVID onset until recently.” ID 64 (4 yo)	Following news purposefully “We’ve discussed BLM, protests, riots, and related movements that have been covered in our news sources. The local protests/unrest in Minneapolis was both helpful and stressful to our family. Helpful in continuing to amplify black voices and avoid complacency with racial disparity but stressful in that our own personal lives experienced further disruption. It wasn’t bad stress, per se, but stress nonetheless.” ID 79 (10 yo) Used already “they only watched news coverage sitting next to us so we could converse while we watched. We would never expect our children to navigate the pandemic and the fight for social justice without also allowing them to be able to feel comfortable asking any question they have a receive an immediate answer or conversation.” ID 46 (6 yo)
	Parental Mediation	Restrictive mediation or restrictive +active/instructive mediation “We avoid watching any violent news stories as it affects CHILD as she is very sensitive. It’s gives her nightmares and affects her sleep.” ID 180 (10 yo) “My children have been exposed to George Floyd death and subsequent rioting. We have been avoiding media with them, but as they become aware have been discussing it with them” ID 168 (5 yo)	Restrictive + active/instructive mediation “We live in Minneapolis and are grieving the murder of George Floyd and talking with our child about the impact on our community. He is seeing things in real life (such as burned or boarded up buildings) - not on the media. We are turning to children’s literature to support our family’s processing.” ID 133 (3 yo) “With the current unrest in the Twin Cities, we have talked a lot about that and had open conversations related to media coverage” ID 22 (7 yo)
	Community- Related Positioning	Silent or help community “Although we are in the suburbs, we are doing the best we can to help out the community affected by the rioting in the Twin Cities. I am trying to teach my son there are ways to safely help and the lessons we need to learn from this.” ID 7 (8 yo)	Participate in community “We have been talking racial tensions in our area this last week and what we can do to be a good neighbor and friend.” ID 146 (10 yo) “CHILD doesn’t watch the news or you tube... however, we frequently have conversations with CHILD on the topic of COVID as well as have begun to discuss George Floyd (discrimination and race specifically as appropriate for a 5 YO) and took CHILD to the memorial to see the impact and activism. We’ve choose to do this without screen time and rather make both conversations live.” ID 89 (5 yo)
	Stage of Change	Sparked first learning: new knowledge “The political unrest has become a new topic that we are slowly tip toeing into.” ID 86 (5 yo) “We normally never watch the news. Even during Covid. But with the Geaorge (sic) Floyd murder in our town this week we turned on the news and talked about it as a family. My 5 and 4 year old engaged. CHILD is only 2 so still doesn’t really get it.” ID 176 (2 yo)	Awakening: awareness of systemic racism is provoking change “With the protests and riots after George Floyd’s murder, we talked about why we had a curfew, why people were protesting, why people were rioting, in what ways white supremacy and racism still show up in our society and in people.” ID 72 (10 yo) “We have discussed race and the police force, peaceful versus violent protests, and how to peacefully advocate for change” ID 71 (3 yo)
Whiteness Socialization Emotion States	Universal	Attentive, stressed, distracted “We’ve talked about the protests, racism, and police problems related to the recent events.” ID 18 (5 yo) “The George Floyd protests have caused me FAR!!!!!!! more anxiety and worry than anything related to Covid-19.” ID 112 (5 yo) “I find myself feeling more distracted and have to be intentional about limiting screen time around the kids. ” ID 100 (5 yo)
	Phase-Specific	Overwhelmed, nervous/on edge, protective “George Floyd’s death and the Mpls riots have been very stressful and overwhelming.” ID 156 (12 yo) “Between COVID-19 and the George Floyd protests, we are at capacity of our ability to manage emotions and take in and process information, especially the kids.” ID 158 (5 yo) “These events have caused me to be more on edge and nervous.” ID 103 (2 yo) “He’s also seen us watching some news about the current unrest surrounding the death of George Floyd, and we’ve had to gently explain that some people are mad about how people aren’t all treated fairly, and some are doing some destructive things in Minneapolis, but not near our house.” ID 15 (4yo)	Sadness/grief/loss, passionate/frustrated/exhausted, concerned/worried, stretching/striving/hopeful “Our family is feeling very frustrated and saddened by the death of George Floyd.” ID 55 (3 yo) “George Floyd’s death and subsequent rioting has been difficult to handle and navigate as a parent and concerned member of society” ID 93 (6 yo) “The murder of George Floyd has impacted the Twin Cities and the whole country. The seismic shift amongst white people is incredibly important and we hope the wave continues. While Covid has changed our daily ways of life, and will likely impact our lives for some time, the social impact of George Floyd’s death was a long time coming. Hopefully this will have lasting change on our society far longer than Covid.” ID 178 (3 yo)
Quantitative differences (MANCOVAs, ps < .05)		Lower multicultural acquisition Higher ethnic protection, less liberal No differences in income, education	Higher multicultural acquisition Lower ethnic protection, more liberal No differences in income, education

Note. All quotes are presented exactly as the participant typed them into the survey (except that CHILD is use in place of children’s names for anonymity) and age of the participants’ target child is listed after each quote. To avoid confirmation bias in coding, content coding for WRID phase was performed by one set of coders whereas thematic coding was done by a different set of coders.

^aSee Results section for statistics supporting the significant quantitative differences reported.