Internalized racism represents a critical component of the system of racial oppression wherein People of Color adopt the negative beliefs about their race held by members of the White majority group. In this meta-analysis, the authors reviewed 29 studies (32 effect sizes) on the relationships between internalized racism and negative physical and mental health outcomes published between 1999 and 2015 and tested for literature-driven moderator effects using subgroup analyses. Results suggested that the direct overall relation between internalized racism and health was strongest for negative mental health outcomes ( r = .26), followed by negative physical health outcomes ( r = .11). Significant moderator effects were found for scale of measurement, country of sample (United States vs. international), and sampling method. Moderator effects of gender, publication type, year, and sample setting were not statistically significant. These findings are discussed and their implications for practice, advocacy, education/training, and research are described.

To the best of our knowledge, this is the first empirical study of a surgical BC that takes a socio-cultural approach to exploring and understanding context, complexities, uncertainties and learning associated with one example of SBE. Our findings suggest that a BC is as much about social and cultural processes as it is about individual, cognitive and acquisitive learning. Acknowledging this explicitly will help those planning similar enterprises and open up a new perspective on SBE research.

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Given the importance of culturally sensitive psychotherapy, it is necessary to identify training and education elements that foster the development of multicultural competence and multicultural orientation among trainees. Thus, in this article, we describe the development and initial validation of the Multicultural Training and Education Questionnaire (MTEQ). After generating an initial 98 items which underwent expert review, the preliminary measure was administered to a sample (N = 582) of psychotherapy trainees (n = 408) and professionals (n = 174). Exploratory factor analyses suggested that a one-, two-, three-, or four-factor structure best fit the data. Subsequently and based on the preliminary analyses, 38 of the original 98 items were administered to a second sample (N = 336) of trainees (n = 284) and professionals (n = 52). Participants (n = 269) additionally completed the Multicultural Counseling Knowledge and Awareness Scale, the Colorblind Racial Attitudes Scales, and the Research Training Environment Scale-Revised-Short Form. Confirmatory factor analyses supported a unidimensional latent factor structure for Multicultural Training and Education as well as four subscales: Importance of Modeling, Clinical Application, Self-Exploration/Awareness, and Education and Knowledge. The MTEQ further demonstrated good internal consistency as well as divergent and convergent validity. Thus, our results suggest that the MTEQ offers a viable way to operationalize and measure multicultural education and training. Implications for research, theory, and practice are discussed.