Tag Archives: race

3 Essential Tips to Help All Kids to Embrace Their Race and Ethnicity

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This is the fourth in a series of blog posts that the American Psychological Association (APA) will publish regarding racial/ethnic socialization practices, programs, and approaches. APA is putting together a clearinghouse of resources to help parents/caregivers to protect youth of color and themselves from the psychological damage of discrimination and racism. For more information regarding APA’s new initiative and to provide feedback as we continue to engage in this series, please visit: www.apa.org/pi/res

 

By Chelsea Derlan, PhD (Asst. Professor of Developmental Psychology, Arizona State University)

 

In their daily lives, children receive many direct and subtle messages involving their racial-ethnic background from others:

 

“But how can he be your dad? You don’t match.”

 

“You should put on sunscreen because you don’t want to get too dark.”

 

“I always thought Black people couldn’t swim. You act White though, maybe that’s it.”

 

Although we cannot control every interaction our child has with others, what we can do is build up positive messages that influence the effect these interactions have on them. For example, what if we had engaged in racial-ethnic socialization (RES) that involved the following messages:

 

“You are such a perfect mix of mine and your fathers’ cultures.”

 

“You have beautiful brown skin. I love how you get darker in the sun.”

 

“Your ancestors are Black kings and queens. You can do anything you put your mind to.”

The RES we provide can have profound effects on our children’s well-being. Here are a few tips:

 

1. RES is important for all children.

It is important that we talk about race-ethnicity with children – all children. A recent ethnic-racial identity intervention study provided an opportunity for teenagers to explore their culture and develop a clearer sense of what their ethnicity-race meant to them. Participating had positive effects on youth from all racial-ethnic backgrounds.

As caregivers, we can set up similar opportunities by providing a space for our children to ask questions, process, and learn. Given our unique histories and everyday realities, we will want to tailor messages based on our children’s specific culture and experiences. For example, we might choose to prepare children for bias they may encounter, highlight stories of their ancestors, or build pride in their appearance. For ideas and activities, check out 25 mini-films for exploring race-ethnicity.

 

2. It is never too early to start.

Caregivers often wonder when it is the right time to begin RES. The answer is that it is never too early to start. Research tells us that by kindergarten, many children already know what their race-ethnicity is, and use race-ethnicity as a way to understand themselves and others. We know that when caregivers engage in RES it has positive effects on children’s academics, behavior, and language skills.

An important thing to keep in mind is to craft messages so they make sense to children based on their age and level of understanding. Very young children tend to focus on the parts of culture that they can see, such as skin tone and hair. For example, with Black children, you might start with books or videos that highlight how all hair is good hair, skin comes in lots of wonderful shades, or that feature Black boys and Black girls as main characters. Sometimes it is easiest to simply start talking, and other times it is helpful to read a book or watch a video, and then build a conversation afterwards.

 

3. Don’t give up!

Despite our most dedicated efforts, there will be times when children question and/or disagree with our teachings.

I came across an article in which a mother wrote about a time when her daughter said: “Mommy, I don’t want to be Black like you.” After talking to her daughter she realized that

“… it wasn’t that my daughter didn’t want to be Black, she was simply struggling to deal with her perception and understanding of who she is. Realistically, I know how the world will view her, and I can’t shield her from it. What I can do is make sure she knows who she is, that she is loved, and that she loves herself, fully.”

Although times like these can be discouraging, we can’t give up. We have to listen, and remember that the ways our children are understanding and interpreting their experiences may not always match our own.

 

RES is a process that involves many lessons over time. As children have different experiences, new things will pop up. Our goal is to create a support system so they know there is someone they can go to who will talk and/or listen. It is about planting those positive seeds for them that they can water when they need to. It is an opportunity for us to show our children love and compassion, to help them understand themselves, and to prepare for a better tomorrow with our children today!

 

Learn more:

Start healthy conversations about race/ethnicity with your kids today. Download APA’s RESilience Parent Tip Tool

 

Biography:

 

Chelsea Derlan, PhD, is an assistant professor of developmental psychology at Arizona State University. Broadly, her work examines how risk factors (e.g., discrimination) and resilience factors (e.g., cultural socialization) inform ethnic-racial minority youths’ positive psychological, academic, and health outcomes. Guided by cultural ecological models, she considers the role of family, school, and other key contexts. Her research is focused in two main areas:

(a) assessing what young children understand and feel about their culture (i.e., ethnic-racial identification), and how this plays a role in development, and

(b) examining the interplay between individual and contextual factors as they inform adolescents’ ethnic-racial identity and adjustment.

 

Image source: iStockPhoto.com


Filed under: Children and Youth, Culture, Ethnicity and Race Tagged: children's mental health, ethnic identity, ethnicity, parenting, race, racial and ethnic socialization, racial identity, resilience, stereotypes, stereotyping

“But Daddy, Why Was He Shot?”: How to Talk to Children about Race Today

Facts of Life

This is the first in a series of blog posts that the American Psychological Association (APA) will publish regarding racial/ethnic socialization practices, programs, and approaches. APA is putting together a clearinghouse of resources to help parents/caregivers to protect youth of color and themselves from the psychological damage of discrimination and racism. For more information regarding APA’s new initiative and to provide feedback as we continue to engage in this series, please visit: www.apa.org/pi/res

 

By Riana Anderson, PhD (Postdoctoral Fellow, University of Pennsylvania)

 

Whenever there is news of a criminal’s non-indictment for violence committed against Black people, I run to Facebook to assess the pulse of my friends and colleagues. It’s a phenomenon that started the day after George Zimmerman was found not guilty in the murder of Trayvon Martin. My newsfeed was ablaze with the desperate, despondent, and disastrous beliefs of current and hopeful parents.

 

“It almost seems irresponsible now to have and raise a child of color in this country.”

“Deeply saddened. Disappointed. What is the message for my sons, cousins…don’t go outside?”

“…I love you and I am scared as you guys get older.”

 

All parents are concerned for their children’s safety, but parents of color shoulder a particularly challenging burden raising children in a racially charged society. In particular, the messages and behaviors that parents express to their children regarding race are known as Racial/Ethnic Socialization (RES). Much has been written on RES —formal review articles, blogs, more blogs, and even more blogs—but at a time when racial conflict is especially visible via social and mass media, caregivers may be wondering what is best to say to children of color.

 

Although no magic formula exists for helping children of color get through the racial dynamics of our society, here are a few things that research tells us are useful:

 

1. Talking is both said and unsaid

You may believe that you have said all the things you want to say to your child, especially the things the research indicates most parents of color say to their children—cultural socialization (or pride), preparation for bias, promotion of distrust, and equality—but have you also noticed what you are not saying to them? If the TV is on and you are full of emotion, do you explain to your child what it is that is making you so scared and frustrated? RES is not just the explicit sharing of messages, it is also implicit—what we don’t say is just as important as what we do say. This is true for actions too – what we do and don’t do both provide models for our children. Children are always watching (and parents thought they had eyes in the back of their head!), so be mindful of what they see and how you explain your actions.

 

2. You have to start somewhere

Sometimes, parents can be so paralyzed by our own frustrations or fears that it is challenging to talk to our children about race. Some parents may even feel like bringing up race can add to the anxiety that our children feel about racial experiences. On the contrary, the majority of research shows that there are some great benefits to instilling pride and preparing both children and adolescents of color for the bias they will face. Children of color often have better psychological, physiological, and academic outcomes when parents use some combination of pride and preparation. We think of it this way – if a flight attendant prepares passengers for plane crashes, wouldn’t it be just as logical for parents to prepare children for the sting of discriminatory experiences that the majority of Black people report facing throughout their lifetime?

 

3. Do you understand your own stress?

Just as my peers indicated in their Facebook posts several years ago, a very real fear may exist in communicating with our children about racial encounters. Oftentimes, parents have unresolved stress and trauma ourselves, so asking us to provide assistance for our children can be challenging. Prior to talking to your children, it may be useful to talk to your partner, parent, friend, or therapist about how you feel.

If we as parents are not attuned to our feelings on racial matters, we may be unconsciously communicating our discomfort to our children. Indeed, children who receive more frequent messages of distrust (which can be a generalization from a personal or communicated experience) and/or equality (which may just be avoidance of racial topics for some parents) have less consistent well-being outcomes relative to their peers who receive pride and preparatory messages. Although it is important to start somewhere with our children, we may have to start with ourselves first.

 

Since very young children can detect differences in race and start to make meaning of those differences, it is important for caregivers to be prepared to have open and honest dialogue about the history, present-day practices, and future hopes for race in our society.

 

To learn more about APA’s new initiative on racial and ethnic socialization (RES), please visit http://www.apa.org/pi/res and watch the video below:

 

Questions for you to consider:

  • What are my personal beliefs about racism and discrimination today?
  • How is my child being impacted by the racial climate around him/her?
  • In what ways am I addressing both my and my child’s concerns about race?
  • What resources would help me to feel comfortable and confident in addressing race issue with my child?

 

Don’t miss our Twitter chat!

Join the conversation! APA will cohost a Twitter chat (#kidstalkrace) on the benefits of parents having healthy conversations on race with kids on July 28, 2017 from 4 to 5 PM (ET): http://vite.io/kidstalkrace

Resilience _KidsTalkRace Flyer 2.png

 

Biography:

 

Riana Anderson, PhD, is a Ford Foundation Postdoctoral Fellow in the Applied Psychology and Human Development Division (APHD). Her current fellowship is with Dr. Howard Stevenson in the Racial Empowerment Collaborative (REC), which centers on cultural pride, coping and parenting, culturally specific parenting strategies, and other ways of reducing race-related stress. She received her doctorate in Clinical and Community Psychology at the University of Virginia and was a Clinical and Community Psychology Pre-doctoral Fellow at Yale University’s School of Medicine. Dr. Anderson graduated from the University of Michigan in 2006 with degrees in Psychology and Political Science. She then taught for 2 years with Teach For America in Atlanta, GA. She has also conducted community based participatory research at Johns Hopkins School of Medicine in Baltimore, MD, and neuropsychological research at Children’s National Medical Center in Washington, D.C.

Dr. Anderson aims to assist at-risk youth with practical applications of her research and clinical services, as well as through academic instruction and policy recommendations. She strives to improve the psychological outcomes for African American youth through expanded coping strategies, discovery and encouragement of alternative outcomes, culturally and contextually relevant parenting programs, and community building, participation, and collaboration. One of her goals is to create youth centers and interventions that support the mental and physical health— as well as educational goals—of African American youth in urban communities.


Filed under: Children and Youth, Culture, Ethnicity and Race Tagged: children's mental health, ethnicity, parenting, parenting tips, race, racial bias, racial discrimination, racial identity, racism, resilience

“I’m Not Just Black!”: Exploring Intersections of Identity

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By Faye Z. Belgrave, PhD (Professor, Virginia Commonwealth University) and Sarah J. Javier, MS (Doctoral Candidate, Virginia Commonwealth University)

Through a very complete body of research, the field of psychology has established that a person’s identity is composed of several different parts. However, psychological research projects often only focus on one or two aspects of identity. As we move towards a more complete picture of human behavior, we must remember to keep in mind that the intersections of identity are a vital piece of that picture.

“Intersectionality” is a term that is coming to the forefront in psychological research. It encompasses race, ethnicity, gender, socioeconomic status, sexual orientation, and other intersecting, categorical dimensions that describe groups of people. For example, think about different parts of your identity. You may describe yourself as a single, older, African American female who makes a modest income. Or perhaps you are a young, White male who identifies as gay. These different parts of our identities make us who we are, and professionals interested in intersectionality have come to understand that these different components of identity are integral to why individuals do the things they do.

Intersectionality in National Data Sets

Data collection on the intersections of identity and how they affect health is of utmost importance. By examining combinations of identities (e.g. Gender X Race, Race X Sexual Orientation, etc.), researchers can more completely understand why some groups do better on certain health outcomes than others.

For instance, research on the intersecting identities of Race X Gender yields findings that there are different outcomes among African American males compared to, not only White males, but also African American females, including lower levels of academic achievement and higher levels of incarceration. These data can then be used to create culturally and identity-appropriate programs to decrease disparities and promote wellness among African American males.

But data aren’t perfect. And often, these identities get lost, even in well-known national data sets. For example, because it is politically charged, sexual orientation may be omitted completely from national data sets, based on the idea that children and adolescents should be protected from this information. However, research indicates that sexual orientation may develop anywhere between middle childhood and early adolescence, and being a sexual minority is associated with a host of worsened physical and mental health disparities (e.g., higher levels of suicidality, depression, substance use, risk for sexually transmitted infections, etc.). What’s more, not asking these questions limits the amount of research that can be done in exploring how sexual orientation intersects with other identities.

Youth Risk Behavioral Surveillance Survey

On August 11, 2016 the Centers for Disease Control and Prevention released sexual minority youth data from the Youth Risk Behavioral Surveillance Survey (YRBSS). The YRBSS is a survey collected from millions of 9th through 12th grade students in the continental U.S. bi-annually. The survey asks questions about a diverse array of health behaviors, including violence, sexual activity, sexually transmitted infections including HIV infection, alcohol, tobacco, and other drug use, and physical activity.

One key feature of the YRBSS is its inclusion of identities in asking these questions. For instance, the survey asks items on race, gender, grade, and includes the following items on sexual orientation:

  1. “During your life with whom have you had sexual contact?” with response items being I have not had sexual contact, females, males, or females and males; and
  2. “Which of the following describes you?” with response items being heterosexual (straight), gay or lesbian, bisexual, or not sure.

The 2015 report yielded startling findings, including that more than 40% of LGB students seriously considered suicide, while 30% attempted suicide in the past year. According to the 2015 report, LGB students were more than five times more likely than individuals identifying as heterosexual to report using multiple illegal drugs.

Research that can come from this report includes how the intersection of sexual orientation and other identities (i.e., race/ethnicity) affect these outcomes, if at all. Individuals at intersections of identity in adolescence are especially at high risk for mental and physical consequences, and intersecting identities may be a vital component to risk for these consequences. Thus, the YRBSS is setting a precedent as one can now explore different aspects of identity and their relation to health outcomes in an adolescent population.

Data from the YRBSS may also help us understand whether certain intersections of identity act as protective factors that will help to combat negative health outcomes. Potential data analyses may in fact find that being at the intersection of a marginalized group may be correlated with being less likely to engage in certain negative health behaviors. For instance, African American adult females on the whole have been shown to smoke cigarettes at lower rates compared with both African men and White women. With the YRBSS, researchers can determine if this is true at a younger age, and whether this varies by grade, gender, sexual orientation, or any combination of these identities. 

What We Can Do

  • Acknowledge different parts of individuals’ identities. Too often, we make assumptions about individuals based on surface-level interactions. It is important to acknowledge that new individuals you may meet may have different parts of their identity that can’t just be seen on the surface.
  • Use existing resources from APA. APA recently released a Resolution on Data about Sexual Orientation and Gender Identity that speaks to the importance of collecting data from diverse groups in national surveys. Behavioral health professionals can use these tools, as well as others, to make the case for conducting research on underserved populations.
  • Fill in the gaps. One major limitation of the YRBSS is that it does not ask questions on gender identity. Researchers should examine these kinds of gaps in data collection so that yet another aspect of identity can be used in studies to improve the outcomes of people of different gender identities.
  • Be an advocate. Parents of underserved children, teachers, and allies of the LGBT community can help to advocate for these individuals and push their members of Congress to pass legislation that helps to improve the lives of the LGBT population.

 

References:

American Psychological Association, Task Force on Resilience and Strength in Black Children and Adolescents. (2008). Resilience in African American children and adolescents: A vision for optimal development. Washington, DC: Author. Retrieved from http://www.apa.org/pi/cyf/resilience.html

American Psychological Association. (2008). Answers to your questions: For a better understanding of sexual orientation and homosexuality. Washington, DC: Author. Retrieved from www.apa.org/topics/lgbt/orientation.pdf

American Psychological Association, Presidential Task Force on Educational Disparities.(2012). Ethnic and racial disparities in education: Psychology’s contributions to understanding and reducing disparities. Retrieved from http://www.apa.org/ed/resources/racial-disparities.aspx

Centers for Disease Control and Prevention. (2011). Sexual identity, sex of sexual contacts, and health-risk behaviors among students in grades 9–12 — youth risk behavior surveillance, selected sites, United States, 2001–2009. MMWR, 60. Retrieved from http://www.cdc.gov/mmwr/pdf/ss/ss60e0606.pdf

Cole, E. R. (2009). Intersectionality and research in psychology. American Psychologist, 64(3), 170-180. Retrieved from: http://psycnet.apa.org/journals/amp/64/3/170.html

Jamal, A., Homa, D. M., O’Connor, E., Babb, S. D., Caraballo, R. S., …, & King, B. A. (2015). Current cigarette smoking among young adults – United States, 2005-2014. MMWR, 64(44), 1233-1240. Retrieved from: http://www.cdc.gov/mmwr/preview/mmwrhtml/mm6444a2.htm

Kann, L., Olsen, E. O., McManus, T., et al. (2016). Sexual identity, sex of sexual contacts, and health-related behaviors among students in grades 9–12 — United States and selected sites, 2015. MMWR Surveillance Summaries, 65(No. SS-9):1–202. DOI: http://dx.doi.org/10.15585/mmwr.ss6509a1

Neal, D., & Rick, A. (2014). The prison boom and the lack of Black progress after Smith and Welch. National Bureau of Economic Research. NBER Working Paper No. 20283. Retrieved from http://www.nber.org/papers/w20283

 

Biographies:

Faye Belgrave, PhD, is a professor in the Department of Psychology at Virginia Commonwealth University. Her work is focused on cultural factors (gender, ethnicity, age) that affect the health and wellbeing of African American youth and young adults.

Sarah Javier is a doctoral candidate in Health Psychology at Virginia Commonwealth University. Her research interests include developing culturally tailored prevention programs for underserved populations.

 Image source: iStockphoto.com

 


Filed under: Culture, Ethnicity and Race, Health Disparities, LGBT Issues Tagged: data collection, gender, health disparities, identity, intersectionality, race, research, sexual orientation, YRBS

New KFF/CNN Survey on Race, Covering Transgender Care Is Good Economics for Insurance Companies, Making Sense of the Senseless Violence, Too Much TV and Chill Could Reduce Brain Power Over Time and more- In Case You Missed It– December 8th, 2015

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Welcome back to In Case You Missed It (our weekly roundup of articles touching on psychology, health, mental health, and social justice issues from multiple news and commentary websites). This week, we address a new KFF/CNN survey on race, how covering transgender care is good economics for insurance companies, making sense of the senseless violence, too much TV and chill could reduce brain power over time, and more. 

New KFF/CNN Survey on Race Finds Deep Divisions in How Blacks, Whites and Hispanics Experience and View Race Relations, Discrimination and the Police – The Henry J. Kaiser Family Foundation

With racial incidents and concerns continuing to make national headlines, a new Kaiser Family Foundation/CNN Survey of Americans on Race probes deeply into the views and experiences of Blacks, Hispanics, and Whites, including their personal experiences with discrimination. The survey captures both similarities and differences in how people of different races view race relations, the criminal justice system, incidents of police violence against Blacks, and the Black Lives Matter movement. It also explores their experiences on racial issues and the dramatic differences in the ways people of different races view them. CNN is featuring the poll’s findings on air and across its digital platforms. A Foundation report summarizes the poll’s findings and provides the detailed question-by-question results.

Covering Transgender Care Is Good Economics for Insurance Companies– The Atlantic

While some health insurance companies are starting to pay for gender-reassignment surgery and hormone therapy, a majority of them still do not. The American College of Physicians, the American Medical Association, and the American Psychological Association are just a few organizations that consider gender-transition services to be medically necessary for transgender people. Treatments like gender-reassignment surgery and hormone therapy are an investment in reducing future health expenses. William Padula, at Johns Hopkins University’s Bloomberg School of Public Health, looks at the cost-effectiveness of transgender health care.  He found that “coverage is of really good value and it’s a low-budget impact for society from an insurance standpoint.” His view?  Health insurances companies can absolutely afford to cover the health concerns of transgender people

Making Sense of the Senseless Violence– U.S. News & World Report

Mass shootings have become a regular part of life in America. Mental health experts warn that this exposure to violence may have some major consequences for the nation. Americans are left numb by the constant exposure to violence, which according to psychotherapist Jonathan Alpert, is a normal reaction. APA Fellow Russell Jones, PhD says “people can become very fearful and apprehensive,” some people have become more isolated as they continue to be exposed to constant violence. Dr. Renee Binder, President of the American Psychiatric Association, believes there are steps that can be taken to cope. These steps include reassuring your children that they are safe and creating an open and safe space to talk about these issues with your children. APA has tips for talking to kids about difficult news and disasters.

Too Much TV and Chill Could Reduce Brain Power Over Time – NPR

According to a study at the University of California, San Francisco, published in JAMA Psychiatry, people who get little exercise or watch at least 3 hours of TV a day do worse on tests measuring cognitive focus and speed. Marcus Richards, a psychologist at the University College London, says it’s reasonable to think the gap in cognitive function between high-volume TV watchers and infrequent watchers might widen over the years. For some, the early decline in cognitive functioning could become serious later in life.

What do you think of these stories? What did we leave out?

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Filed under: Culture, Culture, Ethnicity and Race, Ethnicity and Race, In Case You Missed It, LGBT Issues, Uncategorized Tagged: discrimination, race, transgender

Tipping Point or State of Emergency? Real Talk About Transgender Women of Color

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Zella Ziona, transgender woman murdered in Gaithersburg, MD, October 15, 2015.

By Sand C. Chang, PhD (Gender Specialist, Multi-Specialty Transitions Department, Kaiser Permanente) and Kimber Shelton, PhD (KLS Counseling & Consulting Services, Dallas, TX)

In June 2014, TIME magazine featured Laverne Cox on the cover, the title reading “The Transgender Tipping Point.” The message to the world was, “We’ve arrived.” While the scales have tipped for some transgender and gender nonconforming (TGNC) individuals, notably those with access to wealth or those that fit a mainstream beauty ideal, the rest are left behind. Members of TGNC communities of color are having a different discussion. In panels and forums, on social media, in conversation, they are saying, “The transgender tipping point is crushing us.”

The notion that we as a society have arrived at a time and place in which TGNC people have gained equality is misleading. It creates an illusion of safety, reinforcing a binary gender system and excluding TGNC people at the margins—those most deeply affected by the intersections of racism, homophobia, transphobia, and poverty. The “transgender community” is not one community but many communities. Recent advancements in legislation and health care have greatly benefited some, but the progress is not equally distributed, and the increased visibility does not equal acceptance, which is clear when we consider the realities of many Black and Latina TGNC women’s lives.

Barely one year after being featured in TIME, Laverne Cox herself declared a “state of emergency” for TGNC people. And this is why:

Transgender women of color advocate for more care and bring attention to the disproportionate rates of physical violence, sexual assault, and poverty that negatively affect their communities. By living out loud, transgender women of color also demonstrate the resilience and strength within their communities. Organizations leading awareness and advocacy efforts, such as the #blacktranswomenlivesmatter campaign, include the TransWomen of Color Collective, The National Center for Transgender Equality (NCTE), Racial and Economic Justice Initiative, Transgender Law Center (TLC), TAJA’s Coalition, and Trans People of Color Coalition (TPOCC).

Transgender Day of Remembrance on November 20th honors the lives of transgender people who were killed in the past year, including the Black and Latina victims of hate crimes. However, it is not enough to remember and honor the transgender women whose lives were lost in 2015. Psychologists can mark November 20th as the day that they joined or advanced efforts to support transgender women of color, uniting with transgender women of color to create an uplifting tipping point that is inclusive of their intersecting identities.  Here are some things psychologists can do:

  • Engage in culturally competent practice, including use of the APA Guidelines for Psychological Practice with Transgender and Gender Nonconforming People.
  • Use voice and media presence to call attention to hate crimes, suicide rates, violence and abuse, and housing and economic disparities disproportionately impacting transgender women of color.
  • Advance research efforts that are inclusive of the gender, racial, and economic realities of transgender women of color.
  • Use your political power to promote federal and state protection for the civil liberties of TGNC individuals.
  • Celebrate and promote the identities, lives, and resilience of TGNC women of color.
  • Consider making a donation to an organization dedicated to increasing safety and equal rights for transgender women of color.
  • Include curriculum in training and supervision about transgender people and their lives.

And we can all #sayhername. These are the names of the transgender and gender nonconforming people whose lives have been lost to violence so far in 2015:

  1. Papi Edwards
  2. Lamia Beard
  3. Ty Underwood
  4. Yazmin Vash Payne
  5. Taja Gabrielle de Jesus
  6. Penny Proud
  7. Kristina Gomez Reinwald
  8. London Chanel
  9. Mercedes Williamson
  10. India Clarke
  11. K.C. Haggard
  12. Amber Monroe
  13. Ms. Shade Schuler
  14. Ashton O’Hara
  15. Kandis Capri
  16. Elisha Walker
  17. Tamara Dominguez
  18. Jasmine Collins
  19. Keyshia Blige
  20. Jessie Hernandez
  21. Kiesha Jenkins
  22. Zella Ziona

Biographies:

Dr. Sand Chang is a Chinese American, nonbinary/genderqueer licensed psychologist. Sand is currently a Gender Specialist at the Multi-Specialty Transitions Department at Kaiser Permanente in Oakland and maintains a private practice specializing in trauma and EMDR, addictions, relationships, and healing work with marginalized communities, particularly people affected by the intersections of racism, homophobia, and transphobia. Sand is the current Chair of the APA Committee on Sexual Orientation and Gender Diversity and recently completed an appointment on the American Psychological Association’s Task Force on Guidelines for Psychological Practice with Transgender and Gender Nonconforming People.

Dr. Kimber Shelton is a licensed psychologist and owner of KLS Counseling & Consulting Services in Dallas, TX. She earned her PhD in Counseling Psychology from the University of Georgia (UGA) and MS in Mental Health Counseling from Niagara University. She is a member of the American Psychological Association Committee of Sexual Orientation and Gender Diversity, co-chair of the Texas Psychological Association Diversity Division, and recipient of the UGA College of Education Professional Achievement Award.


Filed under: Culture, Culture, Ethnicity and Race, Ethnicity and Race, Human Rights and Social Justice, LGBT Issues, Uncategorized Tagged: advocacy, discrimination, LGBT, prejudice, race, transgender