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In recent years, academic programs have increasingly documented student learning. For many, this practice of measuring and analyzing student learning outcomes continues as an elusive endeavor fraught with resentment and misgiving. This article describes the development of a student learning assessment plan for the University of Wyoming's Chicano Studies Program. An initial program assessment facilitated the development of a faculty agreed-upon mission, goals, and learning outcomes. A summative course embedded assessment strategy provides direct evidence for determining student learning achievement. Student exit interviews provide additional evidence suggesting that Chicana/o Studies curricula help in cultivating a critical cultural thinking framework oriented toward social justice and activism. Current antiimmigrant and anti-Latina/o sentiments provide the context for a discussion of the study's implications.

Research on identity development of African American adolescents in predominantly White rural settings is virtually nonexistent. This article examines current literature on the developmental tasks of adolescents and issues of ethnic congruence for African American students in predominately White rural communities. In addition, it calls for critical conversations on this overlooked population. Recommendations for future research using Critical Race Theory is presented.

Fourteen counselors-in-training participated in an experiential cross-cultural learning during a multicultural counseling course. This article provides an example of the implementation and depicts the learning moments that took place during the training. Transcripts of the simulation sessions and the student feedback from the training are provided. In conclusion, possible implications are shared for future use of the training model in counselor education programs.