No abstract

No abstract

In addition to replicating broad findings from the collective action literature among Asian Americans, this research highlights the importance of contextualized group-based beliefs about inequality (model minority beliefs) for understanding engagement among racial minority groups. (PsycINFO Database Record

Most identity-based models of activism assume that action is motivated either by a disadvantaged identity (predicting own-group activism), or a feeling of solidarity with disadvantaged groups (predicting ally activism). They do not account for advantaged and disadvantaged identifications within the same person. Yet many activists have both advantaged and disadvantaged identities. Two interview studies from Hungary and the United States (N = 47) were used to examine how both disadvantaged and advantaged identities influence politicization and activism (both own-group and ally), via both direct and indirect experiences of marginalization and privilege. We also discuss the emergence of new identities from activist engagements and how such new activist identities recursively influence activism and politicization. We conclude our analysis by arguing that identity-based organizations may be more successful emphasizing multiple and intersecting identities and the structural aspects of disadvantages rather than singular disadvantaged identities.Every activist has a personal story about becoming an activist and what their activism means to them. These stories may capture important common themes that allow us to better understand the development of political identities, as well as

Recent years have seen an increase in theoretical and empirical interest in the dynamics of social change. Missing from much of this literature, which has focused broadly on collective action, is attention to the people who seek to bring about social change, activists. Mass collective action is unlikely to occur without the involvement of people to recruit, mobilize, and organize social change campaigns. Including recent research from Australia, Europe, and North and South America, and studies of global online activists, this issue highlights multimethod approaches to studying activists and activism across a variety of different regional, issue-based, and sociopolitical contexts. In addition to contributing to ongoing theoretical and empirical discussions, the issue addresses the policy and strategic implications of this research for social change agents and organizations.In December 2011, the U.S. publication Time declared "The Protester" to be the person of the year (Anderson, 2011). Indeed, 2011 was a year of large-scale visible protest and social change around the world: from the Arab Spring; to the "Occupy" (U.S.) and Indignados (Spain) movements; anticorruption protests in India; and protests over accusations of vote rigging in Russia and the Democratic

International doctoral students in the United States face challenges of acculturation in academia yet complete graduate school at higher rates and more quickly than their domestic counterparts. This study examined advisor support, sense of belonging, and academic self-concept among international and domestic doctoral students at a research university in the Midwestern United States. International students placed a higher value on researchrelated and other academic experiences than domestic students; they also reported a stronger sense of belonging. Advisor support was associated with a stronger sense of belonging and academic self-concept for both groups. However, while sense of belonging was related to academic self-concept among domestic students, there was no relationship between the two among international students.

We investigated the impact of required diversity courses on students' understanding of racial inequality and their social development with regard to racial outgroups, with a specific focus on the effects of student race and empathy as moderators of diversity course effectiveness. First-semester students (N = 173), enrolled in either diversity courses or introduction to psychology, completed surveys at the beginning and end of the semester. Diversity courses increased understanding of White privilege, acknowledgment of blatant racism, and intersectional consciousness overall, but had a greater impact on intersectional consciousness for White students compared with students of color. White students taking diversity courses experienced a reduction in Protestant work ethic ideology that was absent for White students in psychology courses and for all students of color. Notably, empathy moderated the effect of diversity courses on both outgroup comfort and willingness to act to promote diversity.

No abstract