Abstract By centering the margins through intersectional and cross‐cultural perspectives, this article offers a reimagining of resilience by exploring individual versus collective (i.e., group‐level) approaches and strategies adopted by transgender and nonbinary people of color (TPOC) to resist oppression. We address the dynamics of multiple group membership and recognize the profound effects of culture on how TPOC communities navigate resilience and resistance. Utilizing an international perspective, we examine risk and resilience by considering proximal and distal minority stressors such as discrimination and internalized stigma. We also address the utility of current models used to address TPOC resilience (i.e., minority stress and resilience theory, transgender resilience intervention model). Finally, we address tensions associated with the characterization of resilience and resistance for TPOC within the social sciences and across cultures. This article thus serves as a critical foundation for reimagining research with TPOC by presenting potential avenues for further research, theory, and community action globally.

Abstract A core tenet of Critical Race Theory (CRT) is an understanding of systemic racism as a defining and constitutive feature of the Eurocentric modern order. In contrast to this foundational insight, discussions in hegemonic social psychology tend to approach racism in a manner—specifically, as prejudice and individual bias—that abstracts the topic from social and historical context. We consider this proposition via an analysis of standard textbooks for undergraduate courses in social psychology. Our review reveals that standard textbooks do not include racism, per se, as a topic of investigation; instead, they tend to consider racism‐relevant topics as specific cases of supposedly more basic (and therefore more general) processes of cognition or affect. We conclude the article by drawing on textbooks from South African settings and perspectives of decolonial theory (i.e., examples of social psychologies Other‐wise) as resources to re‐think hegemonic social psychology in directions that resonate more clearly with a CRT emphasis on the systematicity of racism.

Abstract One of the major tenets of Critical Race Theory, the interest convergence hypothesis postulates that policies promising improvements for Black Americans are enacted only to the extent they advance White Americans’ interests. We elaborate and update Bell's argument by demonstrating that current diversity commitments in higher education are another example of interest convergence. First, we present empirical and theoretical evidence that ubiquitous approaches to diversity serve the psychological interests of White Americans more than those of Black Americans. Second, we advance a systemic framework for how social psychological processes intersect with normative ideologies in the law and in universities’ operations to facilitate the prioritization of White over Black interests. In so doing, our goal is to illuminate the primacy of White identity and power as fundamental to shaping American society's collective embrace of diversity.

Abstract This study examines the relationship among White antiracism, colorblind racial ideology (CBRI), and White privilege awareness. We use Critical Race Theory (CRT) to frame the historical context of racism in the U.S. and the emergence of racist ideologies. We examine the extent to which White privilege awareness mediates the relationship between CBRI and antiracist practices among White people. We found that (1) participants’ antiracist practices were increased the more they rejected power‐evasive forms of CBRI, (2) people who were more aware of their White privilege were also more driven toward antiracist practices, and (3) respondents’ awareness of their White privilege was enhanced as they rejected power evasive forms of CBRI. We also found that White people were more likely to participate in antiracist practices when they rejected power evasion CBRI partly because rejecting CBRI enhanced their awareness of White privilege. Our results suggest that the fight against racism requires White people to acknowledge and dismantle the privileges that come with being a member of a dominant group. We contend that CRT is a powerful framework for psychology because it helps resolve the problem of understanding how structural phenomena become ideologies that shape the way people believe and behave.

Abstract This article contains concluding reflections for a special issue on sexual harassment among young people. In this concluding article, we reflect on the 14 individual papers in the special issue through three cross‐cutting themes, each with important implications for policy and practice. The themes highlight that (1) attitudes and norms related to sexual harassment are core to its occurrence among young people, (2) the sexual harassment experiences of minority and otherwise hidden youth need to be heard, and (3) innovative approaches and methods advance the current knowledge about sexual harassment among young people. Furthermore, we stress that school policies against sexual harassment need to be reflected in the behaviors of school personnel and peers, and that both students and teachers need to be equipped with the knowledge and skills to combat sexual harassment. It is our hope that this special issue will be valuable for researchers, the formulation of societal and school policies, and for the design of developmentally informed interventions.

Abstract The dual pandemic (racial discrimination and COVID‐19) has contributed to mental health disparities across various social identities. Black mothers, in particular, have shouldered the heightened stresses of being Black and female during a time of immense anti‐Black racism and societal pressures to assume caretaking roles at the expense of, or in addition to, other financial obligations. Thus, this study examines the relationship between COVID‐19 related financial difficulties, racial discrimination, and the protective role of stable income on Black mothers’ (N = 949) mental wellbeing (i.e., anxiety, depression, loneliness, and stress). Using regression analyses, we find that financial difficulties and experiences of racial discrimination along with related concerns for children are associated with higher rates of anxiety, depression, loneliness, and stress. Moderation analyses suggest that at the highest level of financial difficulties, stable income can serve as a protective factor for anxiety. However, the study found no significant interactions between financial difficulties and experiences of racial discrimination or related concern for children. Implications for short‐and long‐term social policies are discussed.

Abstract Racism from one's partner is a highly sensitive phenomenon that has received little research attention. The current research introduces the concept of “intimate racism” to refer to racism from close others. The manifestation of intimate racism in intercultural romantic relationships was explored with a sample of 92 racialized minorities who were currently, or previously, in an intercultural relationship. An online survey enquired about the experience of racism from their partner, and responses were coded and analyzed using thematic content analysis. More than 50 different manifestations of intimate racism emerged and these were grouped into eight categories: explicit racism, microinsults, microinvalidations, positive stereotypes, racial fetishization, partner abuse, defensiveness, and others. Co‐occurrence analyses revealed links between intimate racism with negative, neutral and positive experiences, which were connected to participants’ responses to racism (e.g., confronting, disengaging) and to stressful identity experiences. The present work opens a new field of study to examine intimate racism and its implications.

Abstract Manifestations of ageism during the recent COVID‐19 pandemic call for ways to combat persistent negative views of older adults and the disparities they fuel, especially in light of the aging of populations. We discuss the pioneering Age‐Friendly University (AFU) initiative that takes a systems‐level approach and offers guiding principles for advancing age inclusivity, which in turn can combat and inoculate individuals against ageism. In particular, the principles advocate that older adults be enabled to participate in core educational activities in higher education for personal and professional development and that institutions extend aging education, research on aging, and intergenerational exchange. The need for educational institutions to be more age‐friendly has become even more clear and pressing during the pandemic, where ageism has been exacerbated. Drawing on empirical evidence, we show how AFU principles can be applied to disrupt the roots of ageism and age biases, and disparities in healthcare and work environments. Connections between the AFU initiative and the Age‐Friendly Communities, Age‐Friendly Health Systems, and Age‐Friendly Employers initiatives are suggested as a collective move toward a more age‐inclusive ecosystem that fosters the well‐being of all people as they age.

Abstract Although illegal, sexual harassment is endemic in US schools, with students perceiving that school officials ignore complaints of harassment. Research findings have linked school climate tolerant of sexual harassment to peer sexual harassment (PSH) and school outcomes, yet there is a need to better understand these relationships. This cross‐sectional study examined whether there was an indirect effect of school climate tolerant of sexual harassment on disengagement from school, individually and serially, through experiences of PSH victimization and feeling safe at school in a sample of 171 predominantly Black and White girls (14–19 years old) attending high school in the wider Memphis, Tennessee area. The findings supported that a climate tolerant of sexual harassment was indirectly related to school disengagement through PSH and feeling less safe. These findings add to the literature by demonstrating that a climate tolerant of sexual harassment, PSH victimization, and perceptions about personal safety are associated with harm to students’ academic outcomes in the form of school and academic disengagement. Further, the current findings suggest that a national agenda for school safety needs to consider school climate tolerant of sexual harassment in order to be effective in responding to sexual harassment and supporting student engagement.

The far‐reaching, negative effects of the COVID‐19 pandemic have impacted healthcare, economic, public safety, and social systems globally. The public safety measures put in place in the United States during the COVID‐19 pandemic, including sheltering in places orders and shutdowns of schools and places of work, negatively impacted the employment status and increased time spent in domestic work and childcare for women. In this paper, we review and analyze the impacts, both direct and indirect, of COVID‐related policies on the lives of women. Specifically, we outline how the progression of policies aimed at addressing both public safety and economic recovery during the COVID‐19 pandemic affected women's health, paid and unpaid work, and wellbeing. We will focus on the impacts of policies implemented in the United States in comparison to policies that were implemented globally to address similar issues during the first two years of the COVID‐19 pandemic. Finally, we conclude with recommendations for policies that could prevent similar disparate impacts on women in future crises.