Determinants of collective behavior, as suggested by the social identity or self-categorization approach and social movement research, were examined in 2 field studies. Study 1 was conducted in the context of the older people's movement in Germany and Study 2 in the context of the gay movement in the United States. Both studies yielded similar results pointing to 2 independent pathways to willingness to participate in collective action; one is based on cost-benefit calculations (including normative considerations), and the other is based on collective identification as an activist. Study 2 included an experimental manipulation and provided evidence for the causal role of collective identification as an activist. Directions for future research on the proposed dual-pathway model are suggested.

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Racial-ethnic group membership, color-blind racial attitudes (i.e., unawareness of racial privilege, institutional discrimination, and blatant racial issues), and social dominance orientation were used to predict perceptions of campus climate in general and specifically for people of color among a sample of 144 undergraduate, graduate, and professional students at a predominately White university. Results indicate that after controlling for racial-ethnic minority status, perceptions of "general campus climate" (GCC) and "racial-ethnic campus climate" (RECC) are predicted by color-blind racial attitudes. Post hoc analyses indicated that unawareness of racial privilege partially mediated the relationship between race and RECC and fully mediated the relationship between race and GCC. Individuals with higher levels of color-blind racial attitudes tend to perceive the campus climate more positively. Implications for research, training and practice are discussed.

The authors articulate the need for a Counseling Psychology Model Training Values Statement Addressing Diversity (henceforth “Values Statement”). They discuss the historic unwillingness of the field to address values in a sophisticated or complex way and highlight the increasingly common training scenario in which trainees state that certain professional requirements are in conflict with their personal values. The authors explain that the Values Statement grew out of trainers' expressed need for guidance in dealing with these complex and often emotionally charged value clashes in training. They explain how the Values Statement can assist training programs to (a) clearly articulate the profession's diversity-related values, (b) connect individual and professional values to societal value structures that either reinforce or challenge systems of oppression, and (c) help students to develop the philosophical sophistication to reconcile their personal values and the profession's values. Overall, the authors explicate that the Values Statement is needed to assists trainees to comprehend and perform required diversity-related professional behaviors.

A panel study with two points of measurement throughout a four-month interval (N = 189) in the context of a socio-political organization was conducted to examine the role of collective identity in mediating the relationship between perceived respect and organizational participation. Path analyses confirmed that the effect of perceived respect at Time 1 on organizational participation at Time 2 was fully mediated by the cognitive component of collective identity (`importance-to-identity'). Interestingly, although perceived respect at Time 1 also had a significant effect on the evaluative component of collective identity (`private collective self-esteem'), this component was not involved in the mediation. Including perceived individual benefits as statistical controls in the model did not change this picture. In fact, with regard to the link between perceived benefits and participation results also point to a mediating role of the cognitive component of collective identity. Theoretical and practical implications of these findings are discussed