Responding to Microaggressions: Social Cost of Bystander Intervention Strategies

This two-part study examined the effects of intervener’s race (White vs. Asian) and intervention format (high-threat—emphasizing the act of racism, low-threat—emphasizing the norm of justice, support-based—emphasizing a nonjudgmental attitude) on perceptions of microaggression interventions for White observers and Asian American targets. In separate 2 x 3 experimental designs, Asian Americans participants ( N = 187) and White American participants ( N = 185) were recruited through Qualtrics panels and randomly assigned to one of six conditions (three formats of intervention and two intervener groups). Participants read a vignette, imagined themselves as targets of the microaggression (Asian sample) or witnesses of the interaction (White sample), and completed a set of questionnaires assessing positive and negative perceptions of the intervener and aggressor. Asian American targets and White witnesses had more negative perceptions of interveners in the high threat condition. Covariates were relevant in interpreting reactions to intervention.

Non-Traditional Teaching Methods That Promote Social Justice

This brief article serves as an introduction to the special issue of The Counseling Psychologist devoted to non-traditional teaching methods that promote social justice. We introduce the historical importance of social justice in the field of counseling psychology and discuss current events that maintain the need for further work in this area. We introduce the need for a focus on pedagogy that promotes social justice. We briefly summarize the manuscripts in the two special issue volumes and discuss the broad categories into which they fall. Finally, we call for further scholarship and action related to innovative teaching that promotes social justice.

Results of Immersion Service Learning Activism With Peers

Despite the emphasis on multicultural counseling competence and social justice in counseling psychology, the mechanisms behind building skills related to effective work remain elusive. This qualitative study explored the experiences of student-participants during a service learning course based on social justice principles in Belize. The researchers sought to inform how a non-traditional teaching methodology—immersion service learning activism—might affect these students’ development. The researchers used Consensual Qualitative Research to analyze interviews and journals through a collaborative and reflective process. Eleven domains emerged from the analysis. Results confirmed past research related to immersion and service learning, including personal and professional development and changes in diversity attitudes. There were also unanticipated themes related to complex interpersonal and group dynamics. These findings demonstrate the influence of immersion, service learning, and group process in intra- as well as interpersonal development and skill building related to cultural competency and social justice activism.

Legends of the field: influential scholars in multicultural counseling

This study identified the most frequently cited scholars across 28 leading multicultural textbooks used in the training of counselors and counseling psychologists. Four spheres or clusters of multicultural scholars were identified and were characterized, respectively, as having either a profound, highly significant, significant, or important impact on the academic multicultural training of counseling graduate students. The top-cited scholars across the textbooks were also examined in relation to their scholarly productivity (number of publications) and their impact (number of citations) in peer-reviewed journals. Specifically, multicultural scholars were assessed on the delta-beta coefficient, Scopus and PsycINFO publications count, Scopus citations, and the increasingly popular h-index of scientific impact. Limitations of the study and implications of the findings for counseling training were highlighted.