Search

Psychological sense of community (PSOC) is a construct that may facilitate social action in university students. Similarly, a social justice-focused university mission statement might also facilitate social action and interest. The current study investigated whether psychological sense of community, agreeing with the mission statement, and taking diversity courses or service-learning courses impacted university students' social justice attitudes and student activism. Results indicated that students with higher PSOC were more likely to agree with the university's social justice-related mission statement, and agreement with the mission was strongly associated with favorable social justice attitudes and activism. Taking service-learning courses was also associated with favorable social justice attitudes and a greater likelihood of engaging in activism.

Providing culturally affirmative clinical care entails taking care not to engage in therapy microaggressions nor invalidate the client's own experiences of microaggressions. The present study aimed to understand if therapy trainees enact microaggressions of overpathologization and invalidation toward racial and/or sexual orientation minority clients and to understand whether factors such as countertransference, perceived multicultural competence, empathy, heterosexism, andcolorblindnesscontributedtothelikelihoodof enactingthosemicroaggressions. One hundred and ten participants were randomly assigned to read one of four clinical vignettes of a client who reported experiencing discrimination because of her identity. Conditions differed by client race (White or African American) and sexual orientation (heterosexual or lesbian). Participants did not overpathologize racial and sexual minority clients. However, participants who reported greater overwhelmed/disorganized countertransference and greater colorblindnessweremore likely to overpathologize their clients. Participants invalidated themicroaggression experiences of the White heterosexual client the most when compared to the other conditions. Additionally, participants who reported experiencing overwhelmed/disorganized countertransference reactions and more colorblindness were less likely to believe the client's experiences of microaggressions, whereas having greater helpless/inadequate countertransference and positive countertransference was associated with beingmore likely to believe the client. Results suggest that therapy training programs might facilitate therapy trainees' engagement in self-reflection around countertransference reactions and helpstudents minimize colorblindness so that traineeswill better acknowledge and sensitively address clients' experiences with microaggressions. [ABSTRACT FROM AUTHOR]

Encouraging students to engage in activities that actively seek to promote social justice is a goal of many educators. This study analyzed college student perceptions around social justice and related activities in a medium-sized, urban university in the United States. Students' open-ended responses to questions assessing their perceptions of social justice and related social justice activities were coded, and a set of categories were developed. After establishing adequate inter-rater reliability for these categories, the associations between these categories with Global Belief in a Just World Scale, Symbolic Racism Scale, Neosexism Scale, and Perry Public Service Motivation Scale were explored. The results and implications of these analyses are presented and discussed.

This article discusses the relationship between fatigue and age, gender, and race. The authors, examining a multicultural and socioeconomic diverse urban sample, conclude that African Americans experience higher rates of fatigue than Caucasians, African American women have significantly higher rates of fatigue than African American men, and older African American men experience higher rates of fatigue than younger African American men.

Psychological sense of community (PSOC) is a construct that may facilitate social action in university students. Similarly, a social justice-focused university mission statement might also facilitate social action and interest. The current study investigated whether psychological sense of community, agreeing with the mission statement, and taking diversity courses or servicelearning courses impacted university students' social justice attitudes and student activism. Results indicated that students with higher PSOC were more likely to agree with the university's social justice-related mission statement, and agreement with the mission was strongly associated with favorable social justice attitudes and activism. Taking service-learning courses was also associated with favorable social justice attitudes and a greater likelihood of engaging in activism. [ABSTRACT FROM AUTHOR]