I have seen variations on the ACEs scale that include race, for the purpose of measuring the adversity of growing up black in the United States. When I get a chance later I'll look for them.

However, and this might be of interest to you, I'm working on a set of results where a school district in Chicago used the traditional ACEs measure along with demographics for all freshman high school students at 3 urban high schools (a highly diverse sample). Just last weekend I ran a moderated mediation using black ethnicity and ACEs as moderators, while the mediators were internalization, inattention, and personal adjustment as mediators (all are subscales of the BASC-3 SRP), and school problems as the outcome (or Y) variable. Black ethnicity had no interaction effect with ACEs. This isn't to say that there's no contributory factor, but the lack of an interaction effect suggests there is no extra impact other than an additive effect from the "main effects" (main effects are not the correct phrase in moderation models, but I'm not sure how else tp briefly express the idea). I'll be presenting this at a conference in April and then putting out a paper on it.