Preface All individuals exist in social, political, historical, and economic contexts, and psychologists are increasingly called upon to understand the influence of these contexts on individuals’ behavior. The “Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists” reflect the continuing evolution of the study of psychology, changes in society at large, and emerging data about the different needs of particular individuals and groups historically marginalized or disenfranchised within and by psychology based on their ethnic/racial heritage and social group identity or membership. These “Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists” reflect knowledge and skills needed for the profession in the midst of dramatic historic sociopolitical changes in U.S. society, as well as needs of new constituencies, markets, and clients. The specific goals of these guidelines are to provide psychologists with (a) the rationale and needs for addressing multiculturalism and diversity in education, training, research, practice, and organizational change; (b) basic information, relevant terminology, current empirical research from psychology and related disciplines, and other data that support the proposed guidelines and underscore their importance; (c) references to enhance ongoing education, training, research, practice, and organizational change methodologies; and (d) paradigms that broaden the purview of psychology as a profession.

Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists

The Bell Curve: Intelligence and Class Structure in American Life.

American Bankruptcy Institute Law Review 17 Am. Bankr. Inst. L. Rev., No. 1, Spring, 2009. Boston College Law Review 50 B.C. L. Rev., No. 3, May, 2009. Boston University Public Interest Law Journal 18 B.U. Pub. Int. L.J., No. 2, Spring, 2009. Cardozo Journal of Conflict Resolution 10 Cardozo J. Conflict Resol., No. 2, Spring, 2009. Cardozo Public Law, Policy, & Ethics Journal 7 Cardozo Pub. L. Pol’y & Ethics J., No. 3, Summer, 2009. Chicago Journal of International Law 10 Chi. J. Int’l L., No. 1, Summer, 2009. Colorado Journal of International Environmental Law and Policy 20 Colo. J. Int’l Envtl. L. & Pol’y, No. 2, Winter, 2009. Columbia Journal of Law & the Arts 32 Colum. J.L. & Arts, No. 3, Spring, 2009. Connecticut Public Interest Law Journal 8 Conn. Pub. Int. L.J., No. 2, Spring-Summer, 2009. Cornell Journal of Law and Public Policy 18 Cornell J.L. & Pub. Pol’y, No. 1, Fall, 2008. Cornell Law Review 94 Cornell L. Rev., No. 5, July, 2009. Creighton Law Review 42 Creighton L. Rev., No. 3, April, 2009. Criminal Law Forum 20 Crim. L. Forum, Nos. 2-3, Pp. 173-394, 2009. Delaware Journal of Corporate Law 34 Del. J. Corp. L., No. 2, Pp. 433-754, 2009. Environmental Law Reporter News & Analysis 39 Envtl. L. Rep. News & Analysis, No. 7, July, 2009. European Journal of International Law 20 Eur. J. Int’l L., No. 2, April, 2009. Family Law Quarterly 43 Fam. L.Q., No. 1, Spring, 2009. Georgetown Journal of International Law 40 Geo. J. Int’l L., No. 3, Spring, 2009. Georgetown Journal of Legal Ethics 22 Geo. J. Legal Ethics, No. 2, Spring, 2009. Golden Gate University Law Review 39 Golden Gate U. L. Rev., No. 2, Winter, 2009. Harvard Environmental Law Review 33 Harv. Envtl. L. Rev., No. 2, Pp. 297-608, 2009. International Review of Law and Economics 29 Int’l Rev. L. & Econ., No. 1, March, 2009. Journal of Environmental Law and Litigation 24 J. Envtl. L. & Litig., No. 1, Pp. 1-201, 2009. Journal of Legislation 34 J. Legis., No. 1, Pp. 1-98, 2008. Journal of Technology Law & Policy 14 J. Tech. L. & Pol’y, No. 1, June, 2009. Labor Lawyer 24 Lab. Law., No. 3, Winter/Spring, 2009. Michigan Journal of International Law 30 Mich. J. Int’l L., No. 3, Spring, 2009. New Criminal Law Review 12 New Crim. L. Rev., No. 2, Spring, 2009. Northern Kentucky Law Review 36 N. Ky. L. Rev., No. 4, Pp. 445-654, 2009. Ohio Northern University Law Review 35 Ohio N.U. L. Rev., No. 2, Pp. 445-886, 2009. Pace Law Review 29 Pace L. Rev., No. 3, Spring, 2009. Quinnipiac Health Law Journal 12 Quinnipiac Health L.J., No. 2, Pp. 209-332, 2008-2009. Real Property, Trust and Estate Law Journal 44 Real Prop. Tr. & Est. L.J., No. 1, Spring, 2009. Rutgers Race and the Law Review 10 Rutgers Race & L. Rev., No. 2, Pp. 441-629, 2009. San Diego Law Review 46 San Diego L. Rev., No. 2, Spring, 2009. Seton Hall Law Review 39 Seton Hall L. Rev., No. 3, Pp. 725-1102, 2009. Southern California Interdisciplinary Law Journal 18 S. Cal. Interdisc. L.J., No. 3, Spring, 2009. Stanford Environmental Law Journal 28 Stan. Envtl. L.J., No. 3, July, 2009. Tulsa Law Review 44 Tulsa L. Rev., No. 2, Winter, 2008. UMKC Law Review 77 UMKC L. Rev., No. 4, Summer, 2009. Washburn Law Journal 48 Washburn L.J., No. 3, Spring, 2009. Washington University Global Studies Law Review 8 Wash. U. Global Stud. L. Rev., No. 3, Pp.451-617, 2009. Washington University Journal of Law & Policy 29 Wash. U. J.L. & Pol’y, Pp. 1-401, 2009. Washington University Law Review 86 Wash. U. L. Rev., No. 6, Pp. 1273-1521, 2009. William Mitchell Law Review 35 Wm. Mitchell L. Rev., No. 4, Pp. 1235-1609, 2009. Yale Journal of International Law 34 Yale J. Int’l L., No. 2, Summer, 2009. Yale Journal on Regulation 26 Yale J. on Reg., No. 2, Summer, 2009.

/pdf/current-index-to-legal-periodicals-8re353ze53.pdf

Current index to legal periodicals

Stereotype management is introduced to explain high achievement and resilience among 23 Black mathematics and engineering college students. Characterized as a tactical response to ubiquitous forms of racism and racialized experiences across school and non-school contexts, stereotype management emerged along overlapping paths of racial, gender, and mathematics identity development. Interviews revealed that although stereotype management facilitated success in these domains, the students maintained an intense and perpetual state of awareness that their racial identities and Blackness are undervalued and constantly under assault within mathematics and engineering contexts. With age development and maturity, the students progressed from being preoccupied with attempts to prove stereotypes wrong to adopting more self-defined reasons to achieve. The results suggest that stereotype threat is not deterministic.

“You Would Not Believe What I Have to Go Through to Prove My Intellectual Value!” Stereotype Management Among Academically Successful Black Mathematics and Engineering Students

Using a customer service paradigm, the authors extended the justification-suppression model (JSM) of prejudice (C. S. Crandall & A. Eshleman, 2003) to include contemporary, covert forms of discrimination and to identify a discrimination remediation mechanism. Overall, the results of 3 studies revealed that actual and confederate obese shoppers in high-prejudice justification conditions faced more interpersonal discrimination than average-weight shoppers. Furthermore, Studies 1 and 2 demonstrate that adopting strategies that remove perceivers' justifications for discriminating against obese individuals (i.e., the controllability of weight) decreases the incidence of interpersonal discrimination. Additionally, Study 3 demonstrates negative bottom-line consequences of interpersonal discrimination for organizations (e.g., customer loyalty, purchasing behavior). Together, these studies confirm that the JSM applies to covert forms of discrimination, show the importance of examining subtle discrimination, and offer a mechanism for theory-driven strategies for the reduction of covert forms of discrimination.

The stigma of obesity in customer service: a mechanism for remediation and bottom-line consequences of interpersonal discrimination.

The Civil Rights Act of 1964 is comprehensive federal anti-discrimination legislation that applies based on race, color, religion, and national origin. This article focuses on the impacts of four main aspects of the Civil Rights Act: public education and employment opportunities directly included in its language, and the related benefits of housing and income opportunities. The article assesses the current state in these four areas in the United States, and evaluates what still needs to be done to achieve the goals of the Civil Rights Act.

The Civil Rights Act

Professors Goodman and Redfield focus on the significance of the look of the faculty for successful student outcomes and then discuss possible “makeovers” to that look, both short and long-term. Part I discusses diversity in terms of numbers and briefly summarizes the history and other research literature on the importance of faculty diversity in law schools. Part II moves beyond just numbers to inclusive excellence and engagement and analyzes the particular manifestations of inadequate faculty diversity, addressing not only the student perspective, but also perspectives of faculty, administrators, and the larger communities with which they interact. This Part also includes an exploration of the culture of integration in law schools and the psychological research on how greater diversity lessens biases and permits a critical reframing of conventional approaches to education. Part III addresses how to change a faculty look and offers an approach to surveying existing resources and redeploying them to maximize benefits of diversity. This Part also explains the impact of faculty diversity on the goal of inclusive excellence, focusing on the climate, environment, and pedagogical issues that revolve around diversity. Recognizing that the obvious answer is not the immediately practical one, Part III.B provides a step-by-step approach of identifying and publicizing diversity goals, surveying human and other resources and considering other assets, and otherwise implementing identified strategies to maximize the school's manifestation of diversity characteristics, and thereby augment existing diversity. When hiring opportunities are infrequent, or non-existent, these strategies can showcase the school's current level of diversity in a more positive light and bring about some real change (short of new hires). The long-term goal is to hire more so you can more easily be diverse and inclusive for the educational benefit of our communities.

A Teacher Who Looks Like Me

In Grutter v. Bollinger, the United States Supreme Court addressed the issue of whether diversity is a sufficiently compelling government interest to justify an affirmative action program that considered race and ethnicity in allocating law school admission offers. The Court determined that diversity was a compelling interest, resolving the conflict in the federal circuits on that issue. In this article, Goodman argues that the courts must examine the tightness of the fit between the goal of either achieving diversity or of realizing the benefits that flow from a diverse student body, and the means used to try to accomplish either of these particular goals. In Part II of this article, Goodman contends that diversity, and the benefits that flow from that diversity, are worth pursuing now that its stature as a compelling interest continues to hold a majority of the United States Supreme Court. Recognizing the critiques of the diversity rationale, as provided by other scholars, Part II also summarizes and responds to some of those critiques. Part III of this article presents concrete strategies for faculty to use in the classroom to help maximize the benefits of any existing diversity, to help retain that existing diversity, and to promote a higher appreciation of diversity within a law school community. Goodman concludes the article with a call to action to maximize these benefits of diversity before the doors to access shut further.

Retaining Diversity in the Classroom: Strategies for Maximizing the Benefits that Flow from a Diverse Student Body

/pdf/retaining-diversity-in-the-classroom-strategies-for-219x7acpwm.pdf

Acknowledging the courts’ mixed effectiveness in the battle for educational equality or adequacy, this article analyzes the substantive splits in authority over whether states must provide an “adequate” public education or an “equal” public education. The landmark legislation entitled “No Child Left Behind” (NCLB) sought to improve the effectiveness of the public schools, and remains a source of controversy as its reauthorization continues to stall. One of the more controversial implications of NCLB is the linking of teacher effectiveness to student testing outcomes. What is missing from these debates is the importance of measuring teacher evaluations as an input to the education system, rather than an output at the conclusion of the academic term (or when the standardized test results are released). Prof. Goodman examines the particular equal protection challenge presented when ineffective teachers are disproportionately retained at the public schools whose students are largely disadvantaged, low-income, and minority. This article highlights the issues presented in the equal protection trial currently being conducted in Los Angeles County over the tension between, on the one hand, teacher tenure and reverse-seniority layoff policies, and on the other, providing equal educational opportunities, particularly for low-income and minority students in the Los Angeles Unified School District. Prof. Goodman makes a proposal for revitalizing public education by combining the best of both approaches with requirements of substantive effectiveness and cultural competencies in teaching, administration, curriculum, and testing methods in high-poverty, high-minority public schools and school districts. This article augments the context of the discussion to a broader consideration of existing law under the NCLB and describes the legislative roles for the re-vision and re-authorization of the NCLB into Now Children Learn Better. The Nation has tried color-coded, color-conscious, and color-blind; this article now proposes that the next approach should be “Color Fair,” which recognizes the critical importance of acknowledging and addressing the roles of race, ethnicity and poverty in evaluating student development, teacher effectiveness, and resource allocations to public elementary and secondary schools. The conclusion of this article then addresses the roles of the public, lawyers, and law schools, in helping to reach the point when we can say “Now, Children Learn Better”.

Christine Chambers Goodman

Papers

The Civil Rights Act

A Teacher Who Looks Like Me

Retaining Diversity in the Classroom: Strategies for Maximizing the Benefits that Flow from a Diverse Student Body

Retaining Diversity in the Classroom: Strategies for Maximizing the Benefits that Flow from a Diverse Student Body

Now Children Learn Better: Revising NCLB to Promote Teacher Effectiveness in Student Development