This study focused on how couples managed their interracial and intercultural differences. To understand their experiences, a qualitative grounded theory analysis was used (n=17). Analysis revealed that couples experienced most issues as cultural issues; race only occurred during their interactions with "others." They appeared to organize their responses according to four relationship structures: Integrated, Singularly Assimilated, Coexisting, and Unresolved. Couples in each of these structures managed daily process through four sets of relationship strategies: (a) creating a "we," (b) framing differences, (c) emotional maintenance, and (d) positioning in relationship to familial and societal context. These findings are a step toward a strength-based and research-informed education and clinical interventions for this population. Video Abstract.

When race and gender intersect, understanding gendered power may be complicated. The authors first describe the historical context that serves as important background for understanding gender and power in heterosexual African American relationships. Then they show how family solidarity in the face of social injustices often overrides gender equality as a goal for middle class African American couples with young children. The findings illustrate pragmatic equality within couple relationships and the willful suspension of gender roles for the well-being of the family as a whole. However, gendered power impacts couples in a variety of ways. Sometimes a woman's fear that the man might leave, for example, diminished her power in the relationship. Often a woman accommodated a man's greater power in the family because of her perception that he was often denied power in the larger society. Societal discrimination of women was less visible to couples. Implications for practice are provided.

Scarce research has focused on cultural intrapersonal and interpersonal experiences of Latina women in higher education. The purpose of this qualitative study was to explore academic challenges, multiple identity navigation, and influences of Latino cultural and family value of Latina women in graduate programs utilizing an Intersectional Latina Critical Race Theory Lens. This study utilized a case study design and in-depth interviews with five Latina women in graduate school between the ages of 18-40. Ethnicities included Mexican/White, Chilean, Columbian, Puerto Rican, and Dominican. Through thematic analysis, four themes developed (a) challenges in representation and isolation, (b) experiences of stereotypes and discrimination, (c) lack of social and familial support, and (d) gender-role expectations. Implications and future directions will be discussed to provide greater support and understanding for Latinas in academia. Public Significance StatementUnderstanding experiences of Latina graduate student's complex integrating identities allows for development in retention, recruitment, and awareness of an underserved population in higher education.

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