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A review of the social science literature traces the history of the construct of multiracial identity, 1890-1995. Research emphases have shifted from racial categorization to ethnicity, from behavioral observation to self-report, and from the inferiority or marginality of multiracial individuals to their phenomenological experiences. Contains 139 references. (Author/TSP)

In the last twenty years, research has indicated that men as a social group are experiencing disproportionate difficulties in higher education. Typically, these problems have been addressed by investigating men as a homogenous sex, rather than employing gender awareness approaches that try to understand how the meaning of masculinity impacts motivation in higher education. This study was specifically interested in the relationship between conformity to masculine norms and academic motivation. Using exploratory canonical correlation analysis, two significant functions were revealed. The first, demonstrated that as conformity to masculine norms predictor variables: primacy of work decreases and playboy and violence increase, three types of intrinsic motivation decrease. The second function indicated that as conformity to masculine norms predictor variables emotional control, disdain for homosexuality, self-reliance, and winning decrease, two intrinsic motivation scores increase. Suggestions are given for further research in this area. Keywords: college difficulty, masculinities, gender awareness, The gender gap in higher education is not a new phenomenon. Since the 1970s, researchers have been exploring the subtle and not so subtle ways in which sex and gender [...]

This article presents the importance of feminist pedagogy in undergraduate psychology education and proposes the premise that men doing feminist work can be effective allies when they acknowledge their privilege, are actively self-reflective, confront a tendency to conform to masculine norms, and are active in their pursuits of social justice. The article then summarizes four major themes in feminist pedagogy as they apply to undergraduate education. In addition, examples of course scenarios and anecdotes from students are provided to assist in demonstrating some of the attempts the primary author has made to incorporate feminism in his work as an instructor. These initial educational steps are argued to provide a baseline for future endeavors in feminist thought and application. KEYWORDS ally activism, college curriculum, feminist, liberal arts, pedagogy, psychology, social sciences, undergraduate DOI: 10.1080/02703140903404853

This study examines assumptions underlying the Family System Test (FAST), a figure placement tool created to measure perceptions of family members' power and cohesion. Past research with this instrument has not addressed whether participants' definitions of the constructs might influence their depiction of family structure. In this investigation participants completed the standard protocol of the FAST and a structured interview to determine their definitions of power and cohesion. Participants were then categorized and placed into groups according to classification of their definitions. Results indicated that participants' definitions significantly affected both perceived family power scores and perceived family cohesion scores.

The article discusses the four important issues regarding the future of constructivism. These issues include the use of jargon and culture-specific languages that affect the ability of the society to understand the ideas of constructivists, the formation of a formal organization for personal construct psychologists and the need for constructivists to harness their field.

Feminist therapy has a unique history in counseling and psychotherapy. This unique history has had an impact on the development of the modality which includes combining methods and ideologies from diverse therapeutic frameworks while still maintaining a core set of principles. While intended originally for women, feminist therapy is argued here also to be a useful resource for men. The traditional masculinist perspective, assumed to be appropriate for men, is argued to not address diverse experiences men bring to therapy, but rather to support dominant prescriptive desires of a patriarchal culture. Utilizing tenets from various feminist theories, this article will argue how men can benefit from feminist therapy when practitioners reject essentializing men, recognize diversity in men's gender identity, help male clients understand the effects of normative masculine conformity and assist them in understanding their varying engagements with male privilege. [ABSTRACT FROM AUTHOR]

This article presents how a college counseling center can be an integral part of a seamless learning environment. One barrier to this conceptualization of counseling as a source of learning are stereotypes of counseling centers as campus facilities for only crisis-oriented mental health treatment. While college counseling centers are used to contend with crises, it is unclear whether the reasons they are not used for more preventative work is due only to the clinical needs of students. Misperceptions and lack of awareness of services may additionally affect the use of the center. Data is presented from a midsize university in the Northeast regarding students' (a) perceptions of the existence of a counseling center on campus, (b) willingness to use center services and (c) awareness of specific services provided. Although the majority of students polled were aware of the counseling center, they reported moderate mental health concerns as their major reason for using the center and seemed to be unaware of the majority of services provided. The overall perception of the counseling center may minimize the extent of mental health resources utilized. Programming and marketing strategies are presented to begin to overcome this lack of awareness, and suggestions are made to improve this type of needs assessment in order to include the college counseling center as a contributor to a seamless learning/second curriculum environment. [ABSTRACT FROM PUBLISHER]

A preface to the book "Studies in Meaning 5: Disturbing the Status Quo in Constructivist Psychology" edited by Jonathan D. Raskin, Sara K. Bridges and Jack S. Kahn is presented.