This article evaluates the research conducted on sex roles and perceptions of femininity and masculinity of Hispanic women. It begins with a critical review of early social and anthropological studies in which the roles of Hispanic women before the advent of the women's movement in the 1960s are described. The paper continues with more recent psychosocial studies that question the traditional portrayal of male-female roles and allocation of power in Hispanic families. Finally, the studies on Hispanics that measure the psychological dimension of femininity and masculinity are reviewed and summarized in a table including authors, sample, methodology and results.This article evaluates the research conducted on sex roles and perceptions of femininity and masculinity of Hispanic women. A historical and conceptual review of research is undertaken emphasizing Puerto Rican women, as well as Mexican and Cuban women where appropriate. Special attention is given to research studies utilizing Spence and Helmreich's (1972) scales on attitudes toward women, and femininity and masculinity. EARLY ANTHROPOLOGICAL STUDIESMost of the early studies focusing on family roles conducted in Puerto Rico in the 1940s and 1950s involved social anthropology methodology and were Requests for reprints should be sent to Ena Vazquez-Nuttall, School & Counseling Psychology, University of Massachusetts, Amherst, MA. 409Published by Cambridge University Press. 0361-6843187 $5.00 + .OO.

This article discusses some of the social justice issues that multicultural students and families encounter that are directly relevant to school consultation practice. The issues include culturally fair education, fair expectations of the child from the family and school, fair assessment, evidence-based intervention, and evaluation of responsiveness to intervention for culturally/linguistically diverse (CLD) students. A case study is provided that illustrates how an ecological framework is useful in understanding the challenges multicultural children face and what consultants can do to promote social justice. Consultants are encouraged to (a) diligently increase their own multicultural competency; (b) actively consider the social, economic, environmental, political, and cultural contexts of consultation; (c) be mindful of school-specific social justice issues in consultation practice; (d) promote fair collaboration between the school and CLD families; and (e) advocate for just treatment for CLD children.In this article, we address some of the social justice issues that school consultants encounter when working with multicultural children and families. First, we present a consultation case from an ecological perspective and consider social justice issues at various levels of the ecological system that are typically not considered in consultation practice. These issues include culturally fair education, fair expectations of the child from the family and school, fair assessment, evidence-based intervention, and evaluation of culturally/linguistically diverse (CLD) students' responsiveness to intervention (RTI). Then we explore practical ways to address these social justice issues for multicultural children and families through a case study. Finally,

Race reporting for the Asian population by selected categories: 2010 census summary file 1. Retrieved from www.census.gov/faces/ tableservices/jsf/pages/productview.xhtml?pidϭDEC_10_SF1_QTP8& prodTypeϭtable2010 Vazquez-Nuttall, E., Li, C., & Kaplan, J. P. (2006). Home-school partnerships with culturally diverse families: Challenges and solutions for school personnel [Special issue].

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