Chinese students represent the largest group of international students in the United States and have been reported to experience various challenges and stressors including transitional stress, academic stress, language barriers, financial difficulties, perceived discrimination, loss of social support, and homesickness. This study drew from intersectionality theory to examine how Chinese international students coped by gender (through problem-solving, avoidance, and social support) with perceived discrimination, psychological distress, and college student stress (e.g. academic and social stress). Study participants were self-identified Chinese individuals over the age of 18 who studied in the United States as international students (N = 98). Participants completed measures of perceived discrimination, psychological distress, college student stress, coping, and demographic characteristics. Results showed that women reported higher rates of psychological distress and college student stress than men. Problem-solving coping and seeking social support were significantly and positively related to psychological distress for both men and women. Results also showed that women who perceived high discrimination used problem-solving coping to a greater extent than men. Surprisingly, coping approaches were unrelated to college student stress. The findings indicate that examining intersecting identities by gender, in line with intersectionality theory, produced a more nuanced understanding of the experiences and needs of Chinese international students and highlights the importance for colleges and universities of creating inclusive campus climates. Implications and recommendations are discussed.

Introduction: Instructors assign grades to communicate to students how well they are learning the course content. However, students and instructors are often displeased with the process and outcome of grading. Statement of the Problem: We contend that conventional grading inadvertently detracts from student learning and simultaneously replicates systems of oppression in academia. We discuss Labor-Based Grading Contracts (LBGCs) as an alternative to conventional grading. Literature Review: We review the conceptual and empirical literature on LBGCs as an alternative method of assessing student work and extend its application to psychology and neuroscience courses. Teaching Implications: We present recommendations for implementing LBGCs and address common concerns instructors have about this approach. We also make a call for more research on LBGCs in psychology and neuroscience teaching and learning. Conclusion: LBGCs represent a promising shift in the purpose and approach to assessing student work and learning by centering laboring to learn and developing skills. LBGCs also create a more equitable grading structure for all students.

Social justice pedagogy in psychology requires keen attention to diversity, equity and inclusion in the content and process of teaching and learning. The contributions to this special issue address both 'what we teach' and 'how we teach' psychology through recommendations for instructor preparation and practices, an expansion of concepts and methods, practical projects and activities, and curricular modifications. Importantly, the contributions raise our consciousness about the harms of oppression and marginalization in the field of psychology and offer us a path toward liberatory pedagogy.

Transforming the psychology curriculum to incorporate equity, diversity, and inclusion (EDI) will necessitate department-wide and coordinated efforts; however, most EDI transformations emphasize changes to individual instructors and courses.Cultivating collaborative synergy to advance EDI transformations will foster and protect the relevance and trustworthiness of psychology and respond to the numerous calls for equity and justice.Collaborative synergy involves forming a community with a common goal, learning from one another, and sharing teaching-related resources.In this paper, we present the EDI Collaborative Curricular Transformation in Psychology (EDI-CCTP) model and discuss the benefits of collaboration amongst psychology departments and programs on EDI transformations.We offer strategies for transitioning from individual to collaborative efforts, including: (1) individual preparation for collaboration, (2) establishing a community of practice, (3) EDI curriculum mapping, (4) course design and redesign, and (5) systematizing EDI through departmental values and practices.Through a department-wide coordinated approach using the EDI-CCTP model, departments and programs can expose students to EDI concepts and practices in psychology in a cohesive and scaffolded curriculum and strengthen equity and justice in our field.

Background Literature on undergraduate multicultural psychology instruction is limited. Prior research has included primarily White samples, yielded mixed results, and largely ignored assessment of learning in skills-based domains such as ethnic identity development. Objective We aimed to replicate and extend prior research by examining growth in multicultural knowledge and ethnic identity among students in multicultural psychology courses and considering possible moderators of this growth. Method Multicultural knowledge and ethnic identity were measured before and after the semester among 169 undergraduate students enrolled in multicultural psychology courses. Results Multicultural knowledge and ethnic identity significantly increased from before to after, but important moderators also emerged. Knowledge increase was greater among White students, while ethnic identity increased the most among White students with no multicultural experience in courses employing small-group, online discussions Conclusion Our findings replicate prior research by showing that multicultural courses can effectively promote multicultural knowledge and extend our understanding by demonstrating that other aspects of competence such as ethnic identity can also increase among students of these courses. Teaching Implications The benefits of multicultural psychology instruction are evident. However, variability in outcomes based on student and course characteristics suggests that instructors should consider these critical factors in course design.

Introduction: Developing greater multicultural competence is predicated on developing continual awareness and education about issues relevant to marginalized identities. One way to promote this competence is by engaging in productive intergroup dialogue with individuals representing a diversity of perspectives. Statement of the Problem: Intergroup dialogues can be difficult and require training and skill to keep them collaborative and not adversarial. The challenge for instructors is how to build in the kinds of activities necessary to help students become effective collaborators. Literature Review: We review the definition of multicultural competence and note the under-emphasis on developing culturally relevant skills. With that in mind, we discuss the importance of difficult dialogue in advancing multicultural competence and briefly discuss what effective collaboration entails. Teaching Implications: Finally, we discuss a model for building this type of skills training into psychology courses using an online, chat platform designed to help develop collaborative skills called CREATE. Conclusion: We provide recommendations for inclusion of the CREATE system in psychology courses as a strategy for facilitating multicultural awareness and skills.

Laura Brown is a clinical and forensic psychologist who works from a feminist theory perspective. She is an intellectual, a writer, and ardent social justice activist. Growing up the grandchild of immigrants in a middle class, well-educated suburb, Laura's early career aspirations felt within reach but did not insulate her from the "rampant sexism" of the time simply because that was so pervasive. Built on foundations of fairness and equal treatment for all beings, shaped equally by her Jewish heritage and family values of contrarianism, Laura's path to feminism and liberation felt like the inevitable outcome of all of her previous immersion in the world of social justice activism and provided a community of likeminded women. These women and spaces would become critical beacons in the fostering of her own consciousness-raising and racial and sexual identity development. Her contributions to psychology and related fields are extensive and include prominent themes in feminist therapy theory and psychotherapy and the treatment of trauma.

Cultural socialization among Latinxs generally focuses on ethnic over racial identity. This pattern is rooted in the racial diversity among Latinxs, race denial, and White supremacy in the U.S. The present study examined the cultural socialization experiences, the influence of the college context, and phenotype (skin tone) on the identity development and identification of Latinx college students. This qualitative Grounded Theory study relied on semistructured interviews and focus groups with Latinx college students (N = 15) at one university. The findings include three interrelated themes: (a) ethnic socialization was a multilevel effort to preserve Latinx culture and history, (b) racial socialization involved differential awareness that racist categorizations determine social relations of power, and (c) the college setting awakened ethnoracial identity reconstructions that were a reaction to societal oppression for some and akin to psychological liberation for others. By grounding in participant experiences, yet theorizing beyond the register of individual psychology, this study shows that cultural socialization and ethnoracial identity must be considered within a societal context, including oppressive structures, if psychological well-being and liberation is the goal. Implications and recommendations for families, students, and institutions of higher education are discussed.

Black, Indigenous, and People of Color (BIPOC) and Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) feminist visionaries have contributed to a paradigm shift in feminist theory and practice by espousing an intersectional and inclusive conceptualization of liberation. In this special issue, we recognize and honor seven feminist visionaries who shared their journeys including formative experiences and challenges which fomented a desire for equity, justice, and collective wellbeing. The transformations to feminism, psychology, psychotherapy, and other areas following their immeasurable contributions are vast and have produced enduring changes. The contributors also offer their reflections and wisdom about what remains unfinished in service to building an equitable and just society.

Diversity climate is associated with numerous outcomes across psychological, physical, and occupational domains. The Diversity Climate Scale (DCS) was created to measure diversity climate perceptions among individuals with diverse and complex social identities, with a range of importance ascribed to those identities, and across diverse contexts (proximal and distal environments). The DCS was constructed and examined across four separate studies. Study 1 presents the development of the scale, preliminary factor structure, and convergent validity. Studies 2 and 3 confirmed the factor structure of the DCS and established the convergent and divergent validity with increasingly generalizable samples. Study 4 extended these analyses with a community sample, examined the predictive validity of the measure, and demonstrated that favorable proximal and distal diversity climate differed significantly across groups with different constellations of marginalized identities and differences in the importance ascribed to those identities. When controlling for lifetime discrimination, perceiving a more positive proximal climate was consistently associated with decreased depressive symptoms and increased life satisfaction, while perceptions of distal climate interacted with proximal climate and discrimination to predict depressive symptoms and life satisfaction. Applications of the DCS and considerations for future research are discussed.

We examined whether the "friendliness" of college counseling center websites to students with lesbian, gay, bisexual, transgender, and queer, plus other identities (LGBTQ+) varied by state-level structural policies on hate crime, employment nondiscrimination, and religious exemption. Results from our analyses of variance showed that website friendliness was significantly higher in states that offered hate-crime and employment nondiscrimination protections to LGBTQ+ individuals. Our findings highlight the need to intervene at multiple ecological levels to build inclusive college communities.

Prior research indicates that parents adapt their cultural socialization approaches to their community contexts, however few studies have directly examined the influence of the community context in increasingly diverse rural communities in the United States. This study examined parental cultural socialization practices among individuals from underrepresented ethnoracial groups and the perceived influence of their predominantly White rural community. Parents employed at a university in the Northeast of the U.S. participated in this study which involved in-depth semi-structured interviews and used Grounded Theory as the analytic approach. Findings include three interrelated themes: (1) the community context increased ethnic and racial identity salience, (2) parents exerted deliberate efforts to culturally socialize their children and to teach their children to develop an appreciation for diversity, multiculturalism and inclusivity, and (3) parental cultural socialization behaviors were influenced by the 2016 presidential campaign and election. The findings show that the hegemonic, White-normative and exclusionary environment created in part by the demographics of this community influenced how they socialized their children about their cultural group memberships. The findings also suggest that community-university partnerships, support to families from underrepresented ethnoracial groups and community diversity education are promising strategies to strengthen community relations.

Few studies have examined the similarities and differences between individuals from across the African diaspora in terms of racial identity and skin tone and how these might influence psychological adjustment (i.e., depression, anxiety, and positive affect). We explored this question in a sample of 326 Latinx black and non-Latinx black participants from the Northeast. Due to different ethnic identities, and possibly socialization experiences, we hypothesized that Latinx blacks would report lower levels of skin tone satisfaction and black racial centrality compared to non-Latinx blacks. For the same reason, we also hypothesized that the relationship between skin tone satisfaction and adjustment would be moderated by racial centrality such that it would be more protective for non-Latinx blacks than Latinx blacks. As expected, Latinx blacks reported significantly lower skin tone satisfaction (despite perceiving themselves as lighter) and black centrality compared to non-Latinx blacks. Skin tone satisfaction, but not black centrality, emerged as a significant predictor of psychological adjustment for the combined sample. Importantly, findings also revealed that while centrality was a protective factor for non-Latinx blacks, it was less impactful for Latinx blacks and may have functioned as a vulnerability factor. This study represents an important first step in disentangling important group differences within the African diaspora that can help inform research and treatment.

Although an expanding body of research demonstrates the potential benefits of telepsychology, little is known about its application with ethnoracial minority populations. Research with ethnoracial minority populations points to various factors that predict positive treatment outcomes; thus, it should be considered in multiculturally sensitive telepsychology practice. In this chapter, the authors discuss the multicultural telepsychology literature and provide recommendations for practice and research. The respective literature in multicultural psychology and telepsychology and their intersection suggest that multicultural telepsychology offers substantial promise for improving the lives of vulnerable and underserved ethnoracial minority populations by increasing access to health information and mental health treatment and reducing mental illness stigma. The chapter ends by discussing potentially fruitful avenues for research.

Few studies have examined the role of Black racial identity as a moderator of the relation between perceived discrimination and educational attainment among Black U.S. adults. We explored this question in a sample of 370 self-identified Black adults from the Northeastern U.S. Due to the existing literature demonstrating the benefits of a positive Black racial identity, we hypothesized that centrality and private regard, components of racial identity, would moderate the relation between perceived discrimination frequency/stress and educational attainment. As expected, centrality moderated the relationship although private regard did not. Specifically, Black centrality served as a coping strategy that has a positive influence on educational attainment when individuals perceive high levels of discrimination frequency. Males reported higher levels of discrimination frequency and stress compared to females, though gender did not contribute moderation effects. The finding that younger individuals perceived higher levels of discrimination frequency and stress and lower centrality and private regard compared to their older counterparts, has important implications which are discussed.