Lisa B. Spanierman

Psychosocial Costs of Racism to Whites Scale (PCRW): Construction and Initial Validation.

This investigation reports on the development and initial validation of the Psychosocial Costs of Racism to Whites Scale (PCRW), which operationalizes the idea that racism has a host of psychosocial costs for White individuals. Data from 727 participants were collected in 3 interrelated studies that subjected the items to the rigors of both exploratory and confirmatory factor analyses. Exploratory factor analysis results suggested a 16-item scale with 3 factors as follows: (a) White Empathic Reactions Toward Racism, (b) White Guilt, and (c) White Fear of Others. Results also indicated that participant responses were not simply reflections of socially desirable responding. Confirmatory factor analysis suggested that the 3-factor model was a good fit for the data. Estimates of internal consistency, temporal stability, and construct validity are provided.

Exploring the association between color-blind racial ideology and multicultural counseling competencies.

The authors examined the association between color-blind racial ideology and self-reported multicultural counseling competencies in 130 applied psychology students and mental health workers. Results from 1 sample (n = 79) indicated that greater levels of color-blind racial ideology as measured by the Color-Blind Racial Attitudes Scale (Neville, Lilly, Duran, Lee, & Browne, 2000) were (1) related to lower self-reported multicultural counseling awareness and knowledge as measured by the Multicultural Counseling Knowledge and Awareness Scale (MCKAS; Ponterotto, Gretchen, Utsey, Rieger, & Austin, 2002) and (2) accounted for a significant amount of variance in MCKAS scores over and above that explained by self-reported multicultural training, social desirability, and participant race. Findings from another sample also provided empirical support for the link between higher color-blind racial ideology and lower multicultural case conceptualization ability (n = 51), after controlling for the influence of the number of multicultural course(s) taken. Implications of the findings and future directions are provided.

Psychosocial Costs of Racism to Whites: Exploring Patterns Through Cluster Analysis

Participants (230 White college students) completed the Psychosocial Costs of Racism to Whites (PCRW) Scale. Using cluster analysis, we identified 5 distinct cluster groups on the basis of PCRW subscale scores: the unempathic and unaware cluster contained the lowest empathy scores; the insensitive and afraid cluster consisted of low empathy and guilt scores, with the highest score on fear; the fearful guilt cluster exhibited elevations on guilt and fear; the empathic but unaccountable cluster reflected high empathy with low guilt and fear; and the informed empathy and guilt cluster represented those high on empathy and guilt in conjunction with low levels of fear. Groups were validated on an additional sample (n = 366) and were found to differ significantly on theoretically related measures.

General And Culturally Specific Factors Influencing Black And White Rape Survivors' Self‐Esteem

Grounded in a culturally inclusive ecological model of sexual assault recovery framework, the influence of personal (e.g., prior victimization), rape context (e.g., degree of injury during last assault), and postrape response factors (e.g., general and cultural attributions, rape related coping) on self-esteem of Black and White college women, who were survivors of attempted and completed rape, were examined. As predicted, Black and White women identified similar general variables (e.g., general attributions) as important in the recovery process. Black women, however, identified a cultural factor (i.e., cultural attributions) as more important in influencing their reactions to the last rape compared to their White counterparts. Using path analysis, findings from this cross-sectional study indicated that severity of the last assault and prior victimization were related to lower self-esteem indirectly through avoidance coping strategies, and victim blame attributions for the latter. Results also suggested that the link between cultural attributions and self-esteem was explained through victim blame attributions, primarily for Black participants. The model accounted for 26% of variance in self-esteem.

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. Spanierman, V. P. Poteat, A. M. Beer, & P. I. Armstrong, 2006), the authors used multinomial logistic regression in the current study to examine what factors related to membership in 1 of the 5 PCRW types during the course of an academic year. Among a sample of White university freshmen (n = 287), the authors found that (a) diversity attitudes (i.e., universal diverse orientation and unawareness of privilege) explained PCRW type at entrance, (b) PCRW type at entrance explained participation in interracial friendships at the end of the year, (c) 45% of participants changed PCRW type during the course of the year, and (d) among those who changed type, particular PCRW types at entrance resulted in greater likelihood of membership in particular PCRW types at the end of the year. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

The Multicultural Teaching Competency Scale: Development and Initial Validation

This article reports on the development and initial validation of the multidimensional Multicultural Teaching Competency Scale (MTCS). Data from 506 pre- and in-service teachers were collected in three interrelated studies. Exploratory factor analysis results suggested a 16-item, two-factor solution: (a) multicultural teaching skill and (b) multicultural teaching knowledge. Confirmatory factor analysis suggested that the two-factor model was a good fit of the data and superior to competing models. The MTCS demonstrated adequate internal consistency and was related in meaningful ways to measures of racism awareness and multicultural teaching attitudes. Participant responses were not associated with social desirability. Implications are discussed.

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.e., decrease in racial color-blindness), White empathy, and White guilt, at posttest. However, no significant differences in racial prejudice or White fear of racial minorities were observed at posttest. Implications for multicultural counseling training, diversity programming, and future research are discussed.

Do the ideological beliefs of peers predict the prejudiced attitudes of other individuals in the group

The authors used multilevel modeling to examine whether peer group ideological beliefs (n = 109 friendship groups) predicted the homophobic and racist attitudes of other individuals within the group (n = 395 college students). Results indicated that the social dominance orientation (SDO), right-wing authoritarianism (RWA), and universal-diverse orientation (UDO) ideological beliefs of peers predicted the prejudiced attitudes of other group members, over and above individuals’ own ideological views. Additionally, the strength with which individuals’ own ideological beliefs predicted their prejudiced attitudes varied systematically across peer groups. Affiliations with high-RWA peers strengthened the extent to which individuals’ own SDO and RWA predicted their prejudiced attitudes. Results suggest the ideological beliefs of peers are relevant to predicting the prejudiced attitudes of the individuals with whom they affiliate. Although specific peer ideologies differentially predicted forms of prejudice, the overall contribution of these peer ideology beliefs to the prediction of individuals’ prejudiced attitudes was comparable for both homophobic and racist attitudes. Attention to proximal social networks and the social dynamics within these networks can contribute to better explanations of individual differences in prejudiced attitudes.

Moving Beyond Complacency to Commitment Multicultural Research in Counseling Psychology

This reaction addresses the Major Contribution related to multicultural research in counseling psychology. Although the three articles composing the Major Contribution have different foci and may be viewed independently, an implicit proposal inherent within each is the call to move beyond complacency to commitment, a phrase devised by Carter, Akinsulure-Smith, Smailes, and Clauss (1998) in their literature review of multicultural research in several counseling psychology journals. Carter et al. suggested that investigators address whether multiculturally focused research adds new knowledge about racial and ethnic minorities to the counseling psychology literature, thus moving the field forward (i.e., showing commitment), or simply reiterates the status quo (i.e., remains complacent). We highlight aspects of this theme that are common throughout the Major Contribution in addition to providing our critique and comments specific to each. As multicultural leaders (Parham, 2001; Sue, 2003, 2005) have asserted, we concur that investigating the psyche of the imposer (i.e., Whites) is essential to understand, address, and ultimately dismantle racism. Hence, our conceptual and empirical research centers on how White individuals react to and are affected by racism and other racial issues, such as Whites’experiences of the psychosocial costs of racism, which will be defined. Accordingly, we focus on the meaning and implications for White counseling psychologists and trainees.

Living Learning Communities and Students’ Sense of Community and Belonging

The authors examined the association between living learning communities (LLCs) and undergraduates’ sense of community and belonging to their university and residence halls. LLC students scored higher on sense of belonging in residence, but not on campus, than did students in non-LLCs. Analysis of open- ended responses suggested that LLC students found meaning in their LLCs with regard to obtaining social and academic support, engaging in multicultural experiences, and becoming leaders. Implications for practice are discussed.