Synthesizing the interdisciplinary literature, we characterize color-blind racial ideology (CBRI) as consisting of two interrelated domains: color-evasion (i.e., denial of racial differences by emphasizing sameness) and power-evasion (i.e., denial of racism by emphasizing equal opportunities). Mounting empirical data suggest that the color-evasion dimension is ineffective and in fact promotes interracial tension and potential inequality. CBRI may be conceived as an ultramodern or contemporary form of racism and a legitimizing ideology used to justify the racial status quo. Four types of CBRI are described: denial of (a) race, (b) blatant racial issues, (c) institutional racism, and (d) White privilege. We discuss empirical findings suggesting a relationship between CBRI and increased racial prejudice, racial anger, and racial fear. Implications for education, training, and research are provided.

The purpose of this study was to examine to what extent both racial identity and color‐blind racial attitudes help explain anti‐Asian prejudice across different socioracial groups. Participants of color from a culturally diverse West Coast university were surveyed (N = 260). Hierarchical regression analyses showed that resistance racial identity and color‐blind attitudes predicted anti‐Asian prejudice. Results further validated racial identity theory as a viable tool for understanding interracial relations among Asians and other socioracial minority groups.

The social science and education fields are increasingly looking to nontraditional pedagogical methods as a way to increase students' awareness of social justice issues. Critical inquiry projects, human rights education, and service learning models are some of the theoretically grounded approaches that advocate for novel ways of increasing social justice awareness in education. In this article, we propose a model of social justice consultation training activities that build on key principles of social justice work, core components of social justice competencies, and the American Psychological Association Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists. We present the Climate Initiative case study to illustrate consultation training activities designed to promote social justice competencies. The Climate Initiative was a collaborative project between class members in a multicultural issues in counseling course and a social justice-oriented prison education program.

We underscore the importance of this compilation in our response to the major contribution on the histories of the five major ethnic minority psychological associations (EMPAs). The description of the formation, mission, goals, and activities of the EMPAs will serve as a useful tool to educate counseling psychologists and other professionals about the under-examined contributions of the EMPAs in promoting psychology. There are lessons that the Society of Counseling Psychology (SCP) can learn from the EMPAs in terms of fostering a sense of belonging within the organization and strengthening its involvement of students and early career professionals. We hope that the SCP can join with EMPAs on future collective social justice efforts and that SCP can serve as an ally in promoting the interest and activities of the EMPAs.