The current study explores parental socialization practices and the values transmitted to school-aged and young adult off-spring, focusing on race and gender issues involved in parental teachings. A community sample of 187 black and white mothers and fathers were interviewed with regards to their parenting practices using both quantitative and qualitative approaches. Higher levels of social concern and other-oriented themes in teachings were found among black parents, in contrast to a higher prevalence of individualistic themes among white parents. Interactions with child gender and age revealed that parents were more likely to mention individualistic skills and less likely to mention concern for others to older rather than younger daughters, with a reverse pattern found for sons. Parents remain active teachers in the lives of their children beyond the first and second decades of life, instilling skills and values shaped by ethnicity and gender. Comparison of socialization practices between racial groups reveals a notable capacity of black parents to promote personal development as well as societal well-being. [This article was published in the "Journal of Feminist Family Therapy," v14 n3-4 p13-36 2003. Partial support for this research was provided by the Foley Family Foundation.]