Confronting Whiteness in Developmental Science: Disrupting the Intergenerational Transmission of White Racism.

This special section situates White racial socialization (WRS) in its rightful place-in the context of White supremacy. The first article offers a conceptual framework to guide research on White adolescents' racial identity development in this context. The second employs a critical ethnographic approach to explore White racial identity development among incarcerated White adolescents.

Walking out on hate: A qualitative investigation of how and why White supremacists quit hate groups.

Through in-depth, semistructured interviews with former White supremacists (N = 9), the authors explored how and why former White supremacists left their hate groups, and why some chose to then speak out against their former racist ideologies. Using interpretative phenomenological analysis (IPA; Smith et al., 2009), the authors identified nine themes related to the process of leaving one's hate group and becoming an antihate activist.

Reviewing Racial Microaggressions Research: Documenting Targets' Experiences, Harmful Sequelae, and Resistance Strategies.

In this article, we review the theoretical and empirical literature on racial microaggressions from 2007 to 2020 ( = 138 articles). First, we refine racial microaggressions theory and update the definition to address mischaracterizations in the literature and clarify the term (i.e.

"School Shouldn't Be Something You Have to Survive": Queer Women's Experiences with Microaggressions at a Canadian University.

The authors used an interpretative phenomenological analysis of focus-group data provided by eight research participants to investigate microaggressions that target queer women at an urban Canadian university. Four themes emerged from the data that support and extend prior sexual orientation microaggressions typologies research: (a) , (b) , (c) , and (d) . The authors discuss these findings in the context of previous research, outline future research directions, and provide implications for campus life.

"I have strong medicine, you see": Strategic responses to racial microaggressions.

In this qualitative study, the authors examined responses to racial microaggressions among community members in Montreal, Canada. To this end, using interpretative phenomenological analysis (IPA; Smith, Flowers, & Larkin, 2009) we conducted individual interviews with Black Canadian (n = 5) and Indigenous (n = 5) community members who pursued employment directly after secondary education. Seven themes emerged from the data (e.

A dyadic study of multicultural counseling competence.

Using the Kenny, Kashy, and Cook (2006) one-with-many method, we investigated client and counselor reports of counselors' level of multicultural counseling competence (MCC) across 4 therapy sessions at a university counseling center. Specifically, we analyzed the association between counselor MCC and client psychological well-being among 133 clients of color receiving psychotherapy from 24 counselors. We found that both client and counselor perspectives suggested that some counselors possessed generally higher MCC than others.

Excluded and avoided: racial microaggressions targeting Asian international students in Canada.

This qualitative study explored East and South Asian international students' (N = 12) experiences with racial microaggressions at one Canadian university. Data were collected through unstructured, individual interviews. Using a modified version of the consensual qualitative research method (Hill, Thompson, & Williams, 1997), we identified six racial microaggressions themes: (a) excluded and avoided, (b) ridiculed for accent, (c) rendered invisible, (d) disregarded international values and needs, (e) ascription of intelligence, and (f) environmental microaggressions (structural barriers on campus).

Changes in White college students' color-blind racial ideology over 4 years: do diversity experiences make a difference?

In this longitudinal study, we explored how White students' (N = 857) color-blind racial ideology (CBRI; i.e., beliefs that serve to deny, minimize, and/or distort the existence of racism) changed over time and the factors associated with these patterns of change.

Neuropsychological functioning of combat veterans with posttraumatic stress disorder and mild traumatic brain injury.

This study examined the neuropsychological performance of 125 outpatient Operation Enduring Freedom/Operation Iraqi Freedom combat veterans with posttraumatic stress disorder (PTSD) and nonacute mild traumatic brain injury (TBI) (n = 66) and PTSD (n = 59) across multiple cognitive domains to determine whether mild TBI results in greater impairment among those with PTSD. Profile analyses revealed that veterans with PTSD and mild TBI did not differ significantly from those with just PTSD across domains, suggesting that comorbid mild TBI does not result in an additive effect. A norms-based comparison also revealed that neither group demonstrated impaired performance on any of the objective neuropsychological measures examined.

Modern racism attitudes among white students: the role of dominance and authoritarianism and the mediating effects of racial color-blindness.

Among 342 white college students, we examined the effects of social dominance orientation (SDO), right-wing authoritarianism (RWA), and racial color-blindness on modern racism attitudes. Structural equation modeling was used to test the indirect effects of SDO and RWA on modern racism attitudes through color-blind racial attitudes. We found strong indirect effects of SDO and RWA on modern racism through racial color-blindness.

Counseling psychology trainees' perceptions of training and commitments to social justice.

This mixed methods study examined social justice commitments of counseling psychology graduate trainees. In the quantitative portion of the study, a national sample of trainees (n = 260) completed a web-based survey assessing their commitments to social justice and related personal and training variables. Results suggested that students desired greater social justice training than what they experienced in their programs.

Longitudinal examination of the psychosocial costs of racism to Whites across the college experience.

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.

Effects of a brief video intervention on White university students' racial attitudes.

The authors investigated the effects of a brief video intervention on the racial attitudes of White university students. One hundred thirty-eight self-identified White students were randomly assigned to either an experimental condition in which they viewed a video documenting the pervasiveness of institutional racism and White privilege in the United States or a neutral control condition. Findings offer preliminary support that participants in the experimental, but not the control, condition showed significant increases in racial awareness (i.

Psychosocial costs of racism to Whites: Understanding patterns among university students.

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.