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This study examined the racial attitudes of White undergraduates (N = 15) enrolled in a service-learning design studio, in which students worked closely on landscape architecture projects with residents in a low-income African American community. Using a modified consensual qualitative research method, the authors analyzed a series of guided inquiry questions at three time points and a focus group discussion at the end of the studio. This resulted in the identification of themes linked to three domains: students' hopes and expectations prior to the service-learning design studio; their experiences during the semester-long service-learning project, and their reflections about the service-learning project upon its completion. Although some participants claimed enhanced awareness of their social location, students continued to blame community members for their living conditions. These themes are discussed with regard to central concepts in multicultural psychology and education, such as racial color-blindness and White privilege, and implications for future research and multicultural service-learning courses are offered.

Given their societal toll and ubiquitous nature, counselors and other mental health professionals inevitably will encounter clients who have experienced racial microaggressions in their practice. In this primer, we examine key issues relative to racial microaggressions and their impact on the lives of members of racial and ethnic minority groups. Drawing on burgeoning research, we also address likely coping strategies. Finally, we offer implications for mental health training and counseling practice. Throughout, we highlight the evident resilience of racial and ethnic minority individuals in the context of racial microaggressions.

The present study sought to examine South Asian Canadian undergraduate students' (N = 7) experiences with racial microaggressions at a research-intensive Canadian university. Participants ranged in age from 19-23 years and comprised various ethnic groups (e.g., Indian, Bangladeshi, Sri Lankan, and Tamil). Data were collected during a semistructured focus group interview and were analyzed using the consensual qualitative research method (Hill, Thompson, & Williams, 1997). Eight themes emerged. Novel themes included the following: "perceived as fresh off the boat," "excluded from social life," "notion that being Brown is a liability," "assumption of ties to terrorism," and "compelled to be a cultural expert." Three additional themes were consistent with prior research on Asian Americans (Sue, Bucceri, Lin, Nadal, & Torino, 2007): "ascription of intelligence in stereotypical domains," "invalidation of interethnic and racial differences," and "treated as invisible." Implications for research and campus interventions are discussed.