The overarching focus of this dissertation concerns Black parents’ use of media to socialize their children about race. Black parents have been found to socialize their children about race (e.g., Hughes et al., 2006), and media may be used in these processes (McClain & Mares, 2022). Study 1a examined U.S. Black parents’ ratings of the types of depictions of Black characters and experiences they wanted their child to see. Preferences were examined within the framework of motivations theorized in Knobloch-Westerwick’s (2015) Selective Exposure Self- and Affect-Management (SESAM) model (self-consistency, self-enhancement, and self-improvement). Parents indicated a desire for frequent depictions of everyday, unambiguous depictions of Black characters, Black-led discussions of pride, culture, and history, and depictions of contemporary racism. Child age did not predict parents’ preferences but parents’ ethnic-racial identity strength and (less consistently) their perceptions of their child’s identity strength did predict their preferences. As an initial examination of what content is actually available for Black families, Study 1b involved a thematic summary of Common Sense Media’s 2022 Black identity-related children’s media lists. Results suggest that identity-relevant content may be limited in quantity and theme diversity, especially for young children. Study 2 was an online experiment designed to assess how Black parents use media following their child’s experiences with racism, comparing predictions afforded by Zillmann’s (1988) Mood Management Theory (preference for positive, unrelated content) versus predictions afforded by identity-related theorizing (preference for race-related content, including mixed-valence content featuring racial bias). A total of 498 Black parents of 3- to 5-year-olds, 9- to 11-year-olds, and 15- to 17-year-olds were randomized to read a vignette about their child experiencing racism or having “an okay day” and asked to select TV content for their child from four trailers that varied by topic (racial, nonracial) and valence (positive, mixed). When asked to pick one show, parents in the racism condition (vs. okay day condition) had greater odds of selecting racial content (including mixed-valence depictions of racial bias) over nonracial content, consistent with “approach” rather than “avoidance” coping. When rating each trailer separately, there was no effect of condition: Parents rated that they would encourage their child to see racial content (whether positively valenced or not) more than nonracial entertainment content. Perceptions of child identity strength were related to those preferences. Parents also reported on intentions to use media to talk about race with their child. Overall, Studies 1a and 2 highlight Black parents’ use of media to engage in ethnic-racial socialization, including in helping their child navigate experiences of bias. Study 1b highlights the ongoing need for more identity-relevant content, particularly for young viewers.