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Growing evidence suggests a positive association between perceiving racial microaggressions as acceptable and endorsing negative attitudes toward Black, Indigenous and other People of Color (BIPOC). Yet, researchers have not yet examined whether it is possible to change acceptability attitudes and if so, which psychological factors may help to explain this change. Thus, the goals of this paper are to extend the literature on racial microaggression perpetration by (a) testing the effectiveness of a brief video intervention on changing White students' attitudes related to the acceptability of racial microaggressions and (b) examining possible mechanisms through which this change might occur. Across two studies, White undergraduate students were randomly assigned to watch either a series of videos about the impact of racial microaggressions (experimental condition) or about the environment (control condition). In Study 1 (n = 86), we found that those in the experimental condition had significantly lower acceptability attitudes related to color evasion, power evasion, victim blaming, and exoticization microaggressions. In Study 2 (n = 196), we found that perspective-taking, but not White guilt, helped to explain the impact of the video on acceptability attitudes related to power evasion, exoticizing, and victim-blaming microaggressions. These results suggest that vicarious contact using video interventions may reduce the degree to which White students perceive racial microaggressions as acceptable; thus laying a foundation for future video-based intervention strategies in higher education to reduce racial microaggressions on college campuses.

The current study addresses a gap in the literature on how Asian American college students work toward social change in their campuses, as well as contributes to scholarship on differences in engagement in social change behaviors among Asian Americans, White Americans, and students from other racial minority backgrounds. We examined individual-level predictors (e.g., racial group and racial identity salience) and campus-level predictors (e.g., discriminatory campus climate) of social change behaviors. Our sample consisted of 37,692 students from 88 campuses who participated in the 2015 Multi-Institutional Study of Leadership. We used a multilevel modeling approach, which allowed us to test individual- and campus-level direct and interactive effects. In general, we found racial group differences where Asian American students reported lower social change behaviors than African American and Multiracial students. Also, race interacted with racial identity salience such that compared to Asian Americans, associations were stronger for African American and Latinx students and weaker for White students. Moreover, race interacted with individual perceptions of discriminatory campus climate such that compared to Asian Americans, associations were weaker for American Indian and White students. Finally, there was a campus-level effect for discriminatory campus climate, indicating that a campus-level variable of greater discriminatory campus climate predicted less individual social change behavior, over-and-above an individual's perceptions of the campus climate. Moreover, compared to Asian American students, this campus-level association was stronger for African American, American Indian, and Latinx students. Our findings have implications for future research and practice that aim to support Asian American students working for social change in campus environments.

Demands on the teacher workforce are changing as one quarter of children in U.S. schools live in immigrant families and about half of students are racial/ethnic minorities. Simultaneously, diminishing teacher support and teacher shortages cause reliance on alternative certification programs (e.g., Teach for America). In response, we studied the links between color-blind racial attitudes and culturally responsive teaching self-efficacy and outcome expectations with immigrant students among 323 teachers completing an alternative program. Results from a moderated mediation model based on social cognitive career theory demonstrated that color-blind racial attitudes were significantly negatively associated with teaching outcome expectations with immigrants. In addition, the link between color-blind attitudes and self-efficacy was positive and significant only for Asian/Asian American teachers, and the link between self-efficacy and outcome expectations was significant for Latinx and Asian/Asian American teachers, and White teachers. We discuss implications for supporting teachers' career development in schools serving immigrants of color.

Universities often sponsor workshops about diversity and inclusion that students are mandated to attend. Yet, little is known about students' expectations and reactions to such workshops, as well as how such expectations and reactions are associated with students' gender identity, racial-ethnic identification, and race-related attitudes such as power evasion colorblind racial ideology (CBRI). Using a sample of over 1,650 students, in this study, we examined responses to a mandatory diversity workshop occurring at a large Midwestern university for first-year and transfer undergraduate students. We utilized a mixed-methods approach, where we coded open-ended responses using a modified version of consensual qualitative research (Spangler et al., 2012), which resulted in various themes about students' expectations for the workshop (e.g., Developing Skills, Skepticism) and reactions to the workshop (e.g., Developed Awareness, Changed Behavior/Engaged in Action, Gained Nothing). We then conducted a series of logistic regression models to examine how gender identity, racial-ethnic identification, and CBRI predicted endorsement of qualitative themes. We also used linear regression to investigate how these student characteristics predicted quantitative measures of diversity workshop expectations (i.e., positive and negative affect) and reactions (i.e., workshop feedback). Overall, results showed that greater levels of CBRI significantly predicted more negative and less positive expectations and reactions to the workshop, while controlling for students' gender identity and racial-ethnic identification. Our findings highlight ways to better understand college students' attitudes toward and experiences of mandatory diversity education, along with implications for strengthening diversity initiatives in higher education. [ABSTRACT FROM AUTHOR]

Compared to other People of Color in the United States, Asian Americans are often seen as uninterested in activism. Furthermore, the widespread model minority myth (MMM) perpetuates the monolithic image of Asian Americans as successful in society and thus unaffected by racial oppression and uninterested in activism. Despite others' perceptions, Asian American college students have historically engaged in activist efforts and worked to reject the stereotypical views of their racial group as apolitical under the MMM. However, much remains to be learned about the consequences of the MMM on Asian American college students' perceptions and engagement in activism, and how such individuals make sense of the MMM and activism through interacting with their ecological contexts. Thus, the present study addresses this gap in the literature and is guided by the question: How do Asian American college students' perspectives and engagement in activism develop and operate in relation to the MMM? Using a constructivist grounded theory analytic approach, 25 Asian American college students participated in semistructured interviews, and our findings developed a grounded theory of how Asian American college students are embedded within micro- and macrolevel environments (e.g., familial, cultural, and societal contexts) that uphold the MMM and further shape how they make sense of and engage in activism. Results further revealed the consequences of the MMM as a legitimizing ideology on Asian American students' attitudes toward and involvement in challenging and/or reinforcing the status quo. Implications for future research and practice supporting Asian American activism and the broader pursuit for social justice are discussed. Public Significance Statement: The present study suggests that Asian American college student activism needs to be understood in relation to the model minority myth. This study highlights the interconnections among the sources, experiences, and consequences of the model minority myth, as well as informs future research and practice that further explores Asian Americans in their work toward social justice. [ABSTRACT FROM AUTHOR]

Growing evidence suggests a positive association between perceiving racial microaggressions as acceptable and endorsing negative attitudes toward Black, Indigenous and other People of Color (BIPOC). Yet, researchers have not yet examined whether it is possible to change acceptability attitudes and if so, which psychological factors may help to explain this change. Thus, the goals of this paper are to extend the literature on racial microaggression perpetration by (a) testing the effectiveness of a brief video intervention on changing White students' attitudes related to the acceptability of racial microaggressions and (b) examining possible mechanisms through which this change might occur. Across two studies, White undergraduate students were randomly assigned to watch either a series of videos about the impact of racial microaggressions (experimental condition) or about the environment (control condition). In Study 1 (n = 86), we found that those in the experimental condition had significantly lower acceptability attitudes related to color evasion, power evasion, victim blaming, and exoticization microaggressions. In Study 2 (n = 196), we found that perspective-taking, but not White guilt, helped to explain the impact of the video on acceptability attitudes related to power evasion, exoticizing, and victim-blaming microaggressions. These results suggest that vicarious contact using video interventions may reduce the degree to which White students perceive racial microaggressions as acceptable; thus laying a foundation for future video-based intervention strategies in higher education to reduce racial microaggressions on college campuses. [ABSTRACT FROM AUTHOR]

Dominant group members often are not aware of the privileges they benefit from due to their dominant group membership. Yet individuals are members of multiple groups and may simultaneously occupy multiple categories of dominance and marginality, raising the question of how different group memberships work in concert to facilitate or inhibit awareness of multiple forms of privilege. Examining awareness of privilege is important as awareness may be linked to action to dismantle systems of privilege that maintain oppression and inequality. Grounded in intersectional scholarship, in this study we examined how occupying intersecting categories of race/ethnicity, gender, and religion corresponded to an awareness of White, male, and Christian privilege. In a sample of 2321 Midwestern college students, we demonstrated that students from marginalized groups broadly reported greater awareness of all forms of privilege than students from dominant groups, and the difference between marginalized and dominant groups was most pronounced when the specific group category (e.g., gender) aligned with the type of privilege (e.g., male privilege). We also tested interactions among race/ethnicity, gender, and religion, only finding an interaction between race/ethnicity and religion for awareness of White and male privilege. These findings helped to clarify that multiple group memberships tended to contribute to awareness as multiple main effects rather than as multiplicative. Finally, we examined mean differences among the eight intersected groups to explore similarities and differences among groups in awareness of all types of privilege. Taken together, these findings quantitatively demonstrate the ways in which group memberships work together to contribute to awareness of multiple forms of privilege. We discuss study limitations and implications for community psychology research and practice. Highlights: We tested how race/ethnicity, gender, and religion related to awareness of privilege.We examined awareness of White, male, and Christian privilege as three types of privilege.For each privilege type, we tested main and interactive effects of race/ethnicity, gender, and religion.We examined similarities and differences in privilege awareness across intersected groups.We show how group memberships work together to contribute to awareness of three types of privilege. [ABSTRACT FROM AUTHOR]

In this Virtual Special Issue (VSI), we curate and discuss a set of 28 articles previously published in the American Journal of Community Psychology (AJCP) focused on lesbian, gay, bisexual, transgender, and queer (LGBTQ) communities. The purpose of this VSI is to bring visibility to this body of scholarship in AJCP and to reflect on how the strengths of our field have been used throughout this work in pursuit of supporting LGBTQ wellbeing. In this VSI, we first discuss articles that help to set the historical background for publications in AJCP. We then discuss papers under the broad themes of HIV/AIDS, identities within ecological context, and social activism among LGBTQ communities. We then reflect on opportunities for our field to further leverage our strengths in contributing to LGBTQ scholarship. Overall, this VSI celebrates the contributions to LGBTQ research already present in AJCP, and we hope inspires future contributions to the pages of AJCP and beyond. Highlights: In this Virtual Special Issue (VSI) we curate and discuss 28 articles already published in AJCP.These articles bring visibility to LGBTQ focused scholarship in AJCP.We reflect on how the strengths of our field have and can contribute to LGBTQ scholarship.We discuss opportunities to expand our field's contributions to LGBTQ scholarship.We hope this VSI inspires application of our field's strengths to LGBTQ scholarship. [ABSTRACT FROM AUTHOR]

Scholars in the field of community psychology have called for more research dedicated to examining White privilege as part of a system of White supremacy in the United States. One branch of this work focuses on awareness of White privilege, yet to date, this research has typically investigated awareness of White privilege at individual levels of analysis instead of also focusing on neighborhoods, schools, and other levels of analysis beyond the individual. In this study, we combine survey and U.S. Census data to explore both individual‐ and community‐level predictors of White privilege awareness. With a sample of 1285 White college students, we found that gender, modern racism, social dominance orientation, and subjective socioeconomic status (SES) significantly predicted White privilege awareness. After accounting for these individual‐level variables, we found that characteristics of students' hometowns (defined by zip code) predicted White privilege awareness. Specifically, greater income inequality was associated with higher White privilege awareness, while greater White racial homogeneity was marginally associated with lower White privilege awareness. There was a significant interaction between community‐level White racial homogeneity and individual‐level subjective SES, such that students with high subjective SES and low White racial homogeneity had the highest White privilege awareness. This study highlights the importance of examining different facets of ecological context in relation to White Americans' racial attitudes. Highlights: Awareness of White privilege is associated with willingness to combat racism.Research shows gender, SES, and racial attitudes predict White privilege awareness (WPA).We merged survey responses with census data to test whether hometown variables also predict WPA.Income inequality predicted WPA and White racial homogeneity interacted with individual SES.Results show community variables are important for understanding White students' racial attitudes. [ABSTRACT FROM AUTHOR]

Demands on the teacher workforce are changing as one quarter of children in U.S. schools live in immigrant families and about half of students are racial/ethnic minorities. Simultaneously, diminishing teacher support and teacher shortages cause reliance on alternative certification programs (e.g., Teach for America). In response, we studied the links between color-blind racial attitudes and culturally responsive teaching self-efficacy and outcome expectations with immigrant students among 323 teachers completing an alternative program. Results from a moderated mediation model based on social cognitive career theory demonstrated that color-blind racial attitudes were significantly negatively associated with teaching outcome expectations with immigrants. In addition, the link between color-blind attitudes and self-efficacy was positive and significant only for Asian/Asian American teachers, and the link between self-efficacy and outcome expectations was significant for Latinx and Asian/Asian American teachers, and White teachers. We discuss implications for supporting teachers' career development in schools serving immigrants of color. [ABSTRACT FROM AUTHOR]

Objectives: The current study contributes to the field's limited knowledge about the sociopolitical consequences of internalized Model Minority Myth (MMM) among Asian Americans. In particular, we examine how the MMM serves as a legitimizing ideology, in which the perpetuation of beliefs about society as fair ultimately maintain racial inequality. Methods: Using path analysis with 251 Asian American college students, we tested a model linking internalized MMM (i.e., attitudes towards Asian Americans as achievement oriented and as having unrestricted mobility, compared to other racial minorities) to anti-Black attitudes and opposition to affirmative action for Black Americans. We examined direct effects of internalized MMMon such outcomes, aswell as indirect effects through other legitimizing ideologies, including just world beliefs and racial colorblindness. Results: Findings demonstrated that greater levels of internalized MMM among Asian American college students predicted greater anti-Black attitudes and opposition to affirmative action. Greater internalized MMM achievement orientation and unrestricted mobility also directly predicted greater just world beliefs and colorblindness. Results from our test of indirect effects showed that internalized MMM achievement orientation and unrestricted mobility both indirectly predicted opposition to affirmative action through colorblindness, and unrestricted mobility also indirectly predicted anti-Black attitudes through colorblindness. Also, achievement orientation and unrestricted mobility indirectly predicted anti-Black attitudes through just world beliefs. Conclusions: Our findings have implications for research and practice that promotes awareness of and seeks to challenge the MMM, anti-Blackness, and beliefs about affirmative action among Asian Americans. [ABSTRACT FROM AUTHOR]

Objectives: The current study contributes to the field's limited knowledge about the sociopolitical consequences of internalized Model Minority Myth (MMM) among Asian Americans. In particular, we examine how the MMM serves as a legitimizing ideology, in which the perpetuation of beliefs about society as fair ultimately maintain racial inequality. Methods: Using path analysis with 251 Asian American college students, we tested a model linking internalized MMM (i.e., attitudes towards Asian Americans as achievement oriented and as having unrestricted mobility, compared to other racial minorities) to anti-Black attitudes and opposition to affirmative action for Black Americans. We examined direct effects of internalized MMM on such outcomes, as well as indirect effects through other legitimizing ideologies, including just world beliefs and racial colorblindness. Results: Findings demonstrated that greater levels of internalized MMM among Asian American college students predicted greater anti-Black attitudes and opposition to affirmative action. Greater internalized MMM achievement orientation and unrestricted mobility also directly predicted greater just world beliefs and colorblindness. Results from our test of indirect effects showed that internalized MMM achievement orientation and unrestricted mobility both indirectly predicted opposition to affirmative action through colorblindness, and unrestricted mobility also indirectly predicted anti-Black attitudes through colorblindness. Also, achievement orientation and unrestricted mobility indirectly predicted anti-Black attitudes through just world beliefs. Conclusions: Our findings have implications for research and practice that promotes awareness of and seeks to challenge the MMM, anti-Blackness, and beliefs about affirmative action among Asian Americans. Public Significance Statement: Internalizing the Model Minority Myth (MMM), or the belief that Asian Americans are more hard-working and high-achieving compared to other racial minorities, has negative sociopolitical consequences. Specifically, this study suggests that such beliefs among Asian American college students are linked to more anti-Black attitudes and opposition to affirmative action. [ABSTRACT FROM AUTHOR]

One critical role counseling psychologists can play in dismantling anti-Blackness and eradicating systemic racism is to build on the field's strength in understanding individual-level processes (i.e., systems are created and maintained by individual actors). Drawing on antiracism scholarship, we aimed to better understand how colorblind racial ideology (CBRI), or the denial and minimization of race and racism, may serve as a barrier to engaging in antiracist praxis. Specifically, we conducted a meta-analysis to determine if color evasion (ignoring race) and power evasion (denying structural racism) CBRI were differentially associated with anti-Blackness and processes linked to antiracism. Findings based on 375 effects drawn from 83 studies with more than 25,000 individuals suggest different effects based on CBRI type. As hypothesized, we found that power evasion CBRI was related to increased endorsement of anti-Black prejudice (r =.33) and legitimizing ideologies (r =.24), and negatively associated with a range of other variables associated with antiracism, including social justice behaviors (r = −.31), multicultural practice competencies (r = −.16), diversity openness (r = −.28), and racial/ethnocultural empathy (r = −.35). Consistent with theory, color evasion CBRI was related to increased diversity openness (r =.12). We discuss limitations of our study, as well as outline future directions for research and practice to focus on the role of CBRI in sustaining and perpetuating anti-Blackness and systemic racism. Thus, this meta-analysis has implications for pushing the field of counseling psychology to build the bridge between individual ideologies and creating structural change. Public Significance Statement: In this article, we synthesized results from 83 studies that examined colorblind racial ideology (i.e., denying and minimizing the importance of race and racism). We found that endorsing colorblind racial ideology, particularly power evasion (denying racism) rather than color evasion (ignoring race), was associated with higher anti-Black prejudice, lower racial/ethnocultural empathy, and lower multicultural competencies. [ABSTRACT FROM AUTHOR]