Black, indigenous, and trainees of color stress and resilience: The role of training and education in decolonizing psychology.

OBJECTIVE: The coronavirus disease 2019 (COVID-19) pandemic has instigated a paradigm shift in psychology graduate training and education. As these system-wide changes are being implemented, Black, Indigenous and People of Color (BIPOC) continue to be disproportionately impacted as they simultaneously experience, witness, and relive the deleterious consequences of systemic and institutional racism as trainees and members of minoritized communities. The field requires a radical culture shift to counteract the effects of ongoing psychological harm on trainees of color. METHOD: Our analyses are grounded in two decolonizing frameworks, Critical Race Theory and Liberation Psychology. We also provide a systems-based analysis of how BIPOC trainees are impacted by systemic racism and examine how these -isms are perpetuated in psychology training. Testimonios are used as examples on how to center trainee's experiential knowledge. CONCLUSIONS: Psychology is uniquely positioned to transform how science and practice informs, builds, and sustains equitable systems for trainees and the public. The profession must question and disrupt the status quo and system inequities to build capacity and foster resistance. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Surviving and thriving: Voices of Latina/o engineering students at a Hispanic serving institution.

This study examined factors that played a role in Latina/o undergraduate students' persistence in engineering at a Hispanic serving institution (HSI; N = 10) using the consensual qualitative research method (CQR; Hill, Thompson, & Williams, 1997). Data analyses resulted in five domains: institutional conditions, additive intersectional burdens, personal and cultural wealth, coping skills, and engineering identity. Participants described how they persisted in the face of stressors, citing specific coping skills they developed over time as well as general personal and cultural strengths they carried with them into their pursuit of engineering. Although the structures of the students' institution were generally described as supportive, Latina participants reported experiences with gendered racism that created added barriers to their persistence in engineering. Supportive institutional conditions, personal and cultural assets, and adaptive coping strategies appeared to facilitate the development of a strong engineering identity, which helped to solidify students' sense of belonging, pride, and commitment to complete their degree. Results highlight the need to address intersecting experiences of privilege and oppression to promote access and equity for Latinas/os in engineering. (PsycINFO Database Record (c) 2019 APA, all rights reserved).