Student loan debt associated with doctoral psychology education is a serious problem, and the recent study by Doran, Kraha, Marks, Ameen, and El-Ghoroury (2016) represents an important step in recognizing the significant student loan burden that professional psychology students and early career psychologists (ECPs) are facing. Although there were some differences by degree program and type, students across subfields and degrees were burdened with high levels of debt (Doran et al., 2016). Notably, significant dispersion was evidenced across subfields and degree types, making it difficult to generalize from the reported averages. Additionally, they did not collect data on socioeconomic status (SES), and while they noted observing no significant between-group differences by race and gender, we demonstrate how such between-group differences may have been obfuscated. Available data suggest that between-group differences do exist by race, gender, SES, and further by intersectional marginalized identities (e.g., higher borrowing by women of color than White women). We suggest that taking an equity, rather than equality, approach to student funding may ameliorate disparities in student loan borrowing. Through this commentary, we aim to (a) further clarify what student debt loads mean for individuals on a monthly basis; (b) use existing data to highlight disparities in student loan distribution, that is, that women, students of color, and students from lower SES backgrounds generally borrow more to finance their education; (c) address the implications of student loan disparities for the field of psychology; and (d) describe and recommend aspiring to an equity, rather than an equality, approach to distribution of resources.

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Women with multiply-marginalized identities remain underrepresented in the American Psychological Association and Society of Counseling Psychology leadership. As early entrants into the leadership pipeline, female student leaders can potentially shift that trend; however, we know little about their leadership emergence processes. In this study, we employed collaborative autoethnography to analyze the positional standpoints of four diverse female counseling psychology leaders. We identified themes in their leadership narratives, which began when they were students. The results focused on factors associated with participants' leadership emergence processes, the role of marginalized identities in participants' leadership emergence, and the interplay between counseling psychology values and leadership through the theoretical framework of bridge leadership. We found themes of (a) Leadership Attributes, including future orientation, determination, and connection; as well as (b) Opportunities and Mentorship. Other themes

College student activism has long been a staple of campus life, often driven by the sociopolitical issues of the time. In response to recent and continuous violent deaths of members of the Black community, rising instances of overt racism, and perceived silence among our institutes and professional groups, a multiinstitutional and diverse collective of psychology graduate student leaders, Grad Students Talk (GST) came together to engage psychology graduate students nationally in discussions related to these events. GST facilitated a series of teleconference calls, and one large in-person conference discussion, for psychology graduate students to discuss and process their reactions to acts of racial injustice. Additionally, GST headed "First, Do No Harm," an advocacy campaign against psychologists' involvement in torture, which received mention in national media. The purpose of the current paper is to describe the successes of our student collective, to understand the challenges GST faced in the context of activism within higher education, and to provide recommendations to professionals in higher education to support student activism initiatives. Data from a collaborative autoethnographic qualitative approach highlighted a number of important themes that emerged for researcher-participants, including lack of perceived safety, observed silence from institutions and professional groups, and the important roles of universality and instillation of hope. We conclude the present discourse with a synthesis of the systemic challenges student activists face, and recommendations for change.