Despite recent calls for counseling psychology to embrace social justice-oriented work, there has been little discussion about what such work actually looks like. The first part of this article derives a set of principles from feminist and multicultural counseling theories that counseling psychologists should consider as they engage in social justice work. These include (a) ongoing self-examination,(b) sharing power, (c) giving voice, (d) facilitating consciousness raising, (e) building on strengths, and(f) leaving clients the tools to work toward social change. The second part of the article describes a program designed to integrate social justice work into the core curriculum of the Boston College doctoral program. The authors discuss ways in which the above principles have shaped students; activities, and some of the ethical dilemmas that have emerged. Finally, the article under-scores professional obstacles that counseling psychologists doing social justice work are likely to face, and offers recommendations for overcoming them.

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Black-White differences in performance on cognitive ability tests (CATs) typically have been explained by assumptions inherent in the implicit biological or environmental philosophical perspectives. It is argued that these perspectives are based on deficient conceptualizations of culture. Consequently, neither can provide useful information about the cultural equivalence (meaning) of test scores across racial or ethnic groups. The culturalist perspective is presented as an alternative for investigating racial cultural influences on CATs using Eurocentric and Afrocentric cultural dimensions. Implications and recommendations for examining cultural equivalence in CATs from a culturalist perspective are discussed.

The primary purpose of this article was to offer a methodological critique in support of arguments that racial categories should be replaced as explanatory constructs in psychological research and theory. To accomplish this goal, the authors (a) summarized arguments for why racial categories should be replaced; (b) used principles of the scientific method to show that racial categories lack conceptual meaning; (c) identified common errors in researchers' measurement, statistical analyses, and interpretation of racial categories as independent variables; and (d) used hierarchical regression analysis to illustrate a strategy for replacing racial categories in research designs with conceptual variables. Implications for changing the study of race in psychology are discussed.