Multicultural Psychology Research Articles

Recognizing Race: Podcasting to Promote Critical Dialogue and Self-Reflection in Multicultural Psychology

Introduction Courses in multicultural psychology can provide content about power, privilege, healing, and resistance, especially as they pertain to race, while presenting space for students to reflect on their own socialization experiences and the role of race in their lives. Statement of Problem Direct, lecture-based approaches to presenting course content on race and racial identity can impede deep reflection and application of the material to students’ lives and their ability to engage across differences. Literature Review Critical dialogue among classroom peers enables students to use the knowledge gained from classroom content to discuss the complexity of race and racism with nuance and depth. Teaching Implications In this article, we describe Recognizing Race, a podcast assignment that scaffolds students’ self-reflection about their racial identity development while facilitating critical racial dialogues between students. Conclusion The Recognizing Race podcast assignment is one that can be used for undergraduate and graduate-level students in multicultural psychology to apply racial identity concepts to increase cultural self-awareness and promote more compassionate and inclusive interactions with others.

Josephine D. Johnson (1951-2023).

This article memorializes Josephine D. Johnson (1951-2023), clinical psychologist. Johnson contributed significantly to the evolution of multicultural psychology. She served as Chair of the American Psychological Association (APA) Task Force on the Implementation of the Multicultural Guidelines. Highlights of Johnson's career and her professional contributions are noted. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Addressing Child Maltreatment by Infusing Multicultural, Feminist Tenets to Standard Clinical Approaches: The Cases of “Bashiir” and “Jaquann”

Multicultural psychology emphasizes the role of social, cultural, and gender forces in creating an individual’s identity; the social and cultural world in which they live; and the psychological strengths that different cultures have to offer. In a complementary way, feminist psychology highlights the importance of collectivist alternatives to mainstream, individualistic thinking in the U.S.; and the identification and dismantling of patriarchal power structures that oppress women. Combining these two in a multicultural, feminist approach to psychotherapy highlights the importance of relating to clients with an understanding of, sensitivity to, respect for, and responsiveness to their cultural identities and life situations. This also involves the therapist building on strengths that come from some cultures bringing a collectivist rather than an individualist orientation to life’s challenges, such as combating child maltreatment. To illustrate the potential of a multicultural, feminist approach to psychotherapy in cases of child maltreatment among minority individuals, the present article offers two highly successful case studies. The first involves “Bashiir,” a 16-year-old African, first-generation immigrant young man from Somalia; and the second involves “Jaquaan,” a 15-year-old African American young man. Both clients were referred to therapy because of poor school attendance and academic difficulties, and associated symptoms consistent with a Post-Traumatic Stress Disorder (PTSD) diagnosis. These symptoms derived from the clients having lived in poor, dangerous, high crime communities. A crucial component in both cases was the process by which the therapist employed the multicultural feminist approach to cross age, racial, gender, and socioeconomic-class lines to establish a very strong, trusting relationship between the therapist and the client; and between the therapist and the clients’ families.

Shifting student attitudes while minimizing grading bias: Pedagogical considerations in a multicultural psychology course.

Shifting student attitudes while minimizing grading bias: Pedagogical considerations in a multicultural psychology course.

Cultural Pragmatism: In search of alternative thinking about cultural competence in mental health.

Researchers have tended to approach cultural competence through two primary models: acquisition of culturally tailored skills and orientation to cultural process. While each model plays an important, complementary role in cultural competence, both can be limited in conceptualizing and responding to cultural understandings of distress. This article draws on research in multicultural psychology, medical anthropology, and pragmatic philosophy, to introduce cultural pragmatism, a novel orientation to cultural competence that reconceptualizes what it means to hold something to be true in the mental health fields. This article first draws on research in multicultural psychology and anthropology to identify an important limitation regarding how truth is understood in contemporary cultural competence models and how this limitation can impact culturally competent care. Following this, the article considers philosophical pragmatism as an alternative, and introduces a model for practicing cultural pragmatism in clinical settings. As a whole, this article makes two interrelated arguments: first, that a better articulated theory of truth is needed to achieve the goals of cultural competence and, second, that cultural pragmatism can help resolve the limitation that cultural competence approaches currently exhibit.

Improving Black student outcomes: The multifaceted role of psychology professors in higher education

ABSTRACTThe opportunity gap has contributed to unequal educational opportunities and success among Black youth, college students, and early career professionals. The American Psychological Association, Association for Black Psychologists, and Academics for Black Survival and Wellness (A4BL) have called psychologists to act in support of Black lives in higher education. Most research and guidance on this topic are communicated in a siloed manner (e.g. content for multicultural psychology courses) and across single domains (e.g. teaching). However, closing the gap warrants widespread change at many levels, requiring psychology professors to have a multifaceted impact simultaneously through their many roles. This article reviews (1) the opportunity gap in higher education and among early career psychologists; (2) psychology’s contribution to this gap; (3) evidence-based strategies to address the gap in higher education and in training the next generation of psychologists; and (4) 1 psychology professor’s multifaceted plan and actions in response to A4BL call to action including notable outcomes and lessons learned.

Making an MPCT: Building and Sustaining a Multicultural Psychology Consultation Team (MPCT) Within an Academic Medical Center.

The synergistic epidemics of COVID-19, racial injustice, and health inequities sparked an unprecedented commitment from US hospital systems and treatment settings to address health disparities by increasing access to care for historically oppressed and underserved communities. However, the inability of hospital systems to actually provide multiculturally responsive care and, more broadly, to consistently practice cultural humility will only exacerbate patient distrust and the deleterious health and social outcomes we seek to mitigate. This perspective article describes the development of a multidisciplinary team of mental health providers committed to delivering culturally responsive mental health treatment while promoting inclusive workplace environments. We outline the Multicultural Psychology Consultation Team's (MPCT) origin, design, process, and structure and discuss successes and challenges in maintaining the model in its first two years. We recommend that systemic infusion of cultural humility, multiculturally responsive clinical care, and support for providers delivering care be prioritized in concert with efforts to increase access to care for diverse patients. We offer MPCT as a model for supporting these aims.

Racism and Friends: The Relevance of Racial Literacy in Clinical Spaces

Racial literacy is presented as a framework for bolstering clinical skills among mental health providers, particularly when racism and/or other sources of oppression need to be addressed within clinical spaces. Traditional multicultural psychology training is intended to build upon students’ diversity awareness. There are, however, gaps that contribute to the predominantly White population of counseling trainees exiting their training with limited capacity to address racism and other sources of oppression. This manuscript maintains that racial literacy is a tool that can be used intersectionally to address the problem of racism and racism's friends (e.g., patriarchy and heteronormativity). A case study approach is used to center the discussion of the three domains of racial literacy. The first domain is recognition and refers to detecting, noticing, and observing sensory experiences and environmental stimuli (verbal and nonverbal). Reading is the second domain of racial literacy and describes an accurate naming of the sensory experience detected. The third domain is resolving which describes taking action, problem solving, and intervening.

REFRAMING CULTURAL COMPETENCE AND CIVIC ENGAGEMENT: A REPLICATION STUDY OF HIGH IMPACT PRACTICES IN UNDERGRADUATE PSYCHOLOGY COURSES

Institutions of higher education require diversity courses so that students can increase their multicultural awareness, knowledge, and skills. Multicultural Psychology courses play a pivotal role in instilling cultural competence in students. The study examined differences in cultural competence and civic engagement for 1,053 undergraduate students exposed to different types of high-impact practices enrolled in educational psychology, multicultural psychology, and psychology internship courses. There was a significant Group x Time interaction effect for cultural skills. Post hoc analyses revealed that students exposed to diversity service-learning in a multicultural psychology course acquired cultural skills compared to students exposed to academic service-learning in the educational psychology course and those students exposed to fieldwork in an internship from the beginning to the end of the semester. Students in the multicultural psychology course were also intellectually challenged, reflected on the course concepts, and gained a deeper understanding of the course content more than students in the educational psychology course. Recommendations for teaching diversity courses are discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0091/a.php" alt="Hit counter" /></p>

Cultural empathy in intercultural interactions: the development and validation of the intercultural empathy index

ABSTRACT Based on discussions of cultural empathy in intercultural communication and counselling and multicultural psychology, this paper presents a model and a measure of cultural empathy suited for a broad range intercultural interactions – the Intercultural Empathy Index (IEI). We examined the IEI’s psychometric properties via two studies involving approximately 2000 undergraduate students at a western Canadian university. Reflecting the cognitive, affective, and behavioural dimensions of empathy, the IEI includes subscales that assess (1) one’s awareness of the cultural similarities and differences that arise during cross-cultural interactions (Cross-Cultural Awareness), (2) the degree to which one could take the perspective of a person from a different culture (Ease of Perspective-taking), (3) the extent to which one could identify with the emotions of other cultural groups (Empathic Feelings), and (4) the extent to which one behaves empathically toward people from other cultures (Empathic Expressions). The findings of confirmatory factor and correlational analyses provided evidence on the reliability and validity of the IEI. The findings’ implications in regards to the role of cultural empathy in positive intercultural interactions and relations are discussed.

Racial/Ethnic Minority Vocational Research Trends in Counseling Psychology and Multicultural Psychology Journals: A Trend Analysis Across 51 Years

This study extends Flores et al.’s (2006) 36-year analysis of racial/ethnic minority (REM) vocational research published in career journals to REM vocational research in eight counseling psychology and multicultural psychology journals across a span of 51 years. We identified 483 REM vocational studies published in the Journal of Counseling Psychology (JCP), The Counseling Psychologist (TCP), Journal of Multicultural Counseling and Development (JMCD), Cultural Diversity & Ethnic Minority Psychology (CDEMP), Journal of Cross-Cultural Psychology (JCCP), Journal of Black Psychology (JBP), Journal of Latina/o Psychology (JLP), and Asian American Journal of Psychology (AAJP) between 1969 and 2020. Results showed that less than 5% of all articles published in these journals during the past 49 years focused on vocational issues with REMs. Publication trends, article topics and type, samples, and leading individual and institutional contributors to REM vocational research are reported. JMCD published the largest percentage of these articles (33.9%, n = 132) as well as the largest percentage (18%) of REM vocational articles relative to other articles in its journal during this time frame. Implications of the findings are provided for expanding REM vocational scholarship in counseling psychology in the future.

Back to the basics and fast forward to multiculturalism.

This article reviews and comments on the contributions to the special issue, Brief Alcohol Interventions for Young Adults: Strengthening Effects and Disentangling Mechanisms to Build Personalized Interventions for Widespread Uptake, and proposes next steps to strengthen effects and promote widespread uptake. The articles of the special issue were reviewed simultaneously through the lenses of addiction and multicultural sciences to provide further insight into subsequent research that may help to advance the field. The needs of early adults seem to have changed significantly in 30 years. Although significant advances have occurred, many important research questions remain unanswered and many subpopulations continue to be understudied. Common themes discussed in this article emerged from the special issue for potentially improving effects and promoting greater uptake of efficacious interventions. Researchers must pivot to advance understandings concerning early adult substance use interventions among minoritized populations and in the context of intersectionality in order to promote broader uptake. Multicultural psychology may offer novel conceptualizations that would help to diversify early adult interventions as well as help to address gaps in understanding the intervention needs of minoritized early adults. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Impact of Difficult Dialogues on Social Justice Attitudes During a Multicultural Psychology Course

Background Previous research shows that Multicultural Psychology courses can produce significant improvements in students’ cultural competence-related attitudes in in-person and online courses. Objective We evaluated the impact of adding a skills-focused group assignment (i.e., Difficult Dialogues) to an online asynchronous Multicultural Psychology course. Method Undergraduate students filled out a battery of self-report measures at the beginning and end of the course. Of the 192 total students, 107 were in course sections which completed a Difficult Dialogue (DD) group project, and 85 were in the teaching as usual (TAU) section. Results Students in DD groups had significantly greater pre-to post-increases on social justice behavioral intentions and perceived behavioral control compared to TAU. There were no statistical differences between-groups on measures of other cultural competence constructs, though there were statistically significant within-group improvements on all outcome measures. Conclusion Results suggest that the DD project had a particular impact on improving social justice behavioral intentions and perceived behavioral control. Teaching Implications These shifts underscore the importance of including opportunities for students to learn and practice specific skills in Multicultural Psychology courses, and that online courses can effectively provide these opportunities.

Foundations for an Arab/MENA Psychology

Arab/Middle Eastern and North African (MENA) American psychology is a field rooted in ethnic studies and multicultural psychology. Although its study is relatively nascent in U.S. psychology, it has slowly been growing since the 1990s. The events of 9/11 resulted in an increase in psychological research on the Arab/MENA population in the United States, providing empirical evidence to inform the historical and social foundations for an Arab/MENA psychology. This article seeks to identify key elements and factors present in an Arab/MENA psychology focusing on issues of identity and recognition, discrimination, cumulative racial-ethnic trauma, acculturation, and cultural values, such as hospitality and generosity, morality, family centricity, honor and shame, religiosity, and communication style.

Aprender Haciendo: Undergraduate Curriculum Development for a Latinx Mental Health Service-Learning Course

Service-learning provides an experientially-based pedagogical approach that can increase student engagement in the learning environment and promote the development of cultural competency when working with diverse populations. This article reports on the curriculum development of a Latinx mental health undergraduate service-learning course that discussed disparities in Latinx access and utilization of mental health services and used service-learning as a teaching method to increase students’ cultural awareness and skills by putting their knowledge into practice in community-based settings. We provide an overview of the course including specific guidelines for readings, assignments, and group facilitation for future application of this course in Latinx mental health. Students of this course have developed critical awareness of their identities as it relates to their work with Latinxs, and a continued commitment to meet community needs. We briefly discuss challenges in implementing similar ethnically-rooted and service-learning multicultural psychology curriculum.

“AmeriKenyan”: Lived Acculturation and Ethnic Identification of Kenyan Natives During Their Youth

This qualitative study investigated the immigration, acculturation process, and ethnic identity experiences of six Kenyan emerging adults who immigrated to the United States during their adolescent years. Themes emerged from the data to describe their (a) immigration experience, (b) acculturation process into an individualistic culture with more of a Western worldview, (c) ethnic and racial identities, and (d) emotional response and coping. Subthemes and additional factors illustrated their experience as it relates to social life, academics, cultural context, family values, and more. Implications for multicultural psychology research and practice are addressed.

Multicultural Competence Building Blocks: Multicultural Psychology Courses Promote Multicultural Knowledge and Ethnic Identity

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.

The Flexible Care Model: Transformative Practices for University Counseling Centers

ABSTRACT College and university counseling centers have maintained core practices of advanced scheduling, thorough psychosocial assessment before treatment, and traditional 50-minute psychotherapy sessions since their inception in the mid-late 1900s. This approach has become challenged in the current university mental health landscape, which has seen a significant increase in demand for psychological treatment on campus, interest in rapid access to care, and long wait times for services. Drawing on principles from common factors research, multicultural psychology, and urgent care medicine, the Flexible Care Model embraces an alternative approach, with core practices that include same day access, variable session lengths, goal-focused counseling, and customizable follow-up plans. This article is an introduction to the model.

Is psychology purely a western philosophical concept?

There is a widespread belief and allegation that Psychology is a Western product. This paper examines this allegation looking at its philosophical origin, scientific advancement and contemporary development. The Western perspective on Psychology is contrasted against Eastern perspective. The paper reviewed several literatures on the history and advancement of Psychology. It also reviewed the literatures on indigenous and multicultural psychology. The paper concluded that until 20th century Psychology was exclusively Western product. The recent emphasis on the role of culture in human psychology has given the space for Eastern perspective. We can be hopeful that Psychology will be more inclusive, diverse and global in future.

Cultural competence shifts in multicultural psychology: Online versus face-to-face.

Cultural competence shifts in multicultural psychology: Online versus face-to-face.