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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.

Promoting student openness to diversity is an important educational goal of colleges and universities; however, scholars have noted the association between openness to diversity and an awareness of racial privilege has not been investigated (Cabrera, 2014). We examined how awareness of White privilege and religious variables predicted openness to diversity in a sample of 500 White, Christian, college students. We drew from multiple identity theory (Abes, Jones, & McEwen, 2007; Jones & McEwen, 2000) with particular attention to how privilege may function across race, gender, and religion. In particular, we hypothesized that gender would moderate the association between awareness of White privilege and openness to diversity. Based on multiple regression analyses, we found awareness of White privilege was positively associated with openness to diversity. Moreover, gender moderated the association such that the association was positive and significant for women, and nonsignificant for men. Results also indicated openness to diversity was positively associated with religious attendance and negatively associated with religious conservatism. Overall, findings show awareness of White privilege and religious variables were associated with openness to diversity and that gender served as a moderator.

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]

In spite of common public condemnations of domestic violence, survey research suggests that citizens aware of actual abuse often believe they cannot or should not personally respond. Through in-depth interviews with 20 local citizens across the political spectrum, we sought to explore this dynamic more carefully by better understanding community interpretations of domestic violence and its appropriate response. This paper explores ten specific views identified in these interviews as potentially relevant to citizen action (or inaction) in response to known abuse. After examining subtle consequences of each belief, we explore broader implications for community mobilization and propose several ways of facilitating a more thoughtful and extensive deliberation about domestic violence among the general public. (Contains 2 tables and 4 footnotes.)

We used Allport's (1954) intergroup contact theory as a framework to test the effectiveness of 2 vicarious contact interventions on improving attitudes toward undocumented immigrants. The first intervention was DREAMzone, a 4-hr ally certification workshop. The second intervention was a 30-min documentary film chronicling the stories of 5 undocumented immigrants. Participants (N = 239) experienced 1 of these 2 conditions or were part of a control group. Pre- and posttest assessments were conducted on various attitudes toward undocumented immigrants (i.e., empathy, anxiety, and prejudice). Our results indicated that both intervention modalities significantly improved attitudes toward undocumented immigrants. Attitudes of those in the control group did not change across assessments. Implications for higher education research and practice are discussed.

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]

The literature indicates that perceived racism tends to be associated with adverse psychological and physiological outcomes; however, findings in this area are not yet conclusive. In this meta-analysis, we systematically reviewed 66 studies (total sample size of 18,140 across studies), published between January 1996 and April 2011, on the associations between racism and mental health among Black Americans. Using a random-effects model, we found a positive association between perceived racism and psychological distress (r = 0.20). We found a moderation effect for psychological outcomes, with anxiety, depression, and other psychiatric symptoms having a significantly stronger association than quality of life indicators. We did not detect moderation effects for type of racism scale, measurement precision, sample type, or type of publication. Implications for research and practice are discussed. (Contains 1 table.)

This longitudinal investigation adds to the growing body of scholarship on the psychosocial costs of racism to Whites, which refer to the consequences of being in the dominant position in an unjust, hierarchical system of societal racism. We examined how White students' affective costs of racism (i.e., White empathy, guilt, and fear) changed across the college experience and how gender, colorblind racial ideology, and diversity experiences were associated with those costs. Findings indicated that White empathy, guilt, and fear each had a distinct trajectory of change across the college experience. Moreover, patterns of change for each cost were moderated by colorblind racial attitude scores at college entrance. We also found that participation in college diversity experiences (e.g., diversity courses) was associated with the costs; moreover, different types of diversity experiences were linked to particular costs. These findings provide insight into the affective experiences of White students across college and thus may be useful to counseling psychologists and educators who design and implement programs and policies to enhance diversity education. (Contains 1 figure and 4 tables.)

This rejoinder provides a response to reactions by Ponterotto, Sue, and Toporek to the White dialectics framework presented in Todd and Abrams's article. The present response focuses on incorporating multidimensionality, the multilevel nature of context, and the potential for transformation in the White dialectics framework. The authors expand future directions for research and present a recent example of the application of the White dialectics framework to antiracist work with women from a local community.

This article presents White dialectics, or the tensions that White students experience as dominant group members in the United States, as a new framework to understand and intervene with White students and counselor trainees. Developed from and supported by our qualitative analysis, the authors present the six dialectics of (a) Whiteness and self, (b) connection in multiracial relationships, (c) color blindness, (d) minimization of racism, (e) structural inequality, and (f) White privilege. They demonstrate that White students exhibited dialectical movement, shifting along these dialectics as they reflected on their race. Moreover, they identified their dialectical tensions as investigators that may parallel tensions experienced by those working with White students. They conclude by discussing White authenticity, or the continual struggle with the White dialectics as an educational goal, with suggestions for intervention. A focus on White dialectics holds promise for the field of counseling psychology and the multicultural education of White students and counselor trainees. (Contains 3 tables and 1 figure.)

This investigation adds to the growing body of scholarship on the psychosocial costs of racism to Whites (PCRW), which refer to consequences of being in the dominant position in an unjust, hierarchical system of societal racism. Extending research that identified 5 distinct constellations of costs of racism (L. B. Spanierman, V. P. Poteat, A. M. Beer, & P. I. Armstrong, 2006), the authors used multinomial logistic regression in the current study to examine what factors related to membership in 1 of the 5 PCRW types during the course of an academic year. Among a sample of White university freshmen (n = 287), the authors found that (a) diversity attitudes (i.e., universal diverse orientation and unawareness of privilege) explained PCRW type at entrance, (b) PCRW type at entrance explained participation in interracial friendships at the end of the year, (c) 45% of participants changed PCRW type during the course of the year, and (d) among those who changed type, particular PCRW types at entrance resulted in greater likelihood of membership in particular PCRW types at the end of the year. (Contains 5 footnotes, 3 figures, and 6 tables.)

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]

Community psychology and liberation theologies share an emphasis on personal and social transfor-mation through a process of liberation. Emerging in the 1960s in the climate of social change movements, both [...]