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.

We relate each subtheme to potentially influential social and cultural norms among queer, Latino college men, such as collectivistic values and familismo. Suggestions for research and practice with individuals at this identity intersection are described. (PsycINFO Database Record

Researchers have demonstrated that Women's Studies courses can influence changes in beliefs about women, yet there is relatively little research on the impact of introducing material about women into mainstream curriculum. The current study examines the effects of introducing women exemplars into a course that is not identified as "Women's Studies." Students enrolled in a political psychology course all attended the same lectures and were assigned the same readings; however, one-third of the discussion sections received a gender-inclusive curriculum. As hypothesized, female students in the gender-inclusive sections wrote more frequently about women and leadership in their final exams, including the positive influence of female leaders on their own identities in terms of leadership and career opportunities. These findings suggest that female college students benefit significantly from female exemplars in mainstream course curriculum.

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In this qualitative study, we examined the sources and nature of social support reported by 24 gay, bisexual and queer Hispanic college men at a small liberal arts college and a large university in the USA. We identified four themes of support across the interviews: Shared experiences (46%), Protector (42%), Support in the air (33%) and Gradual support (29%). Shared experiences included support from those who had previous experience with the lesbian, gay or bisexual community. Protector indicated a type of support that was psychologically, emotionally or physically protective in nature. Participants also reported receiving indirect support such as nonverbal behaviours or indirect gestures of endorsement and caring (support in the air). Participants reported that many of their network members came to support them gradually over time (gradual support). Within each theme we found support from both women and men, who provided support in gender-consistent ways. Our results highlight that despite continued prejudice and discrimination in society, sexual and racial/ethnic minority men have strongholds of support from men and women in their lives that enable them to navigate their development successfully.