plex questions that authors have considered. Nevertheless, our hope is that the themes emerging from authors' statements provide a useful glimpse of the issues educators face as they teach about and for social justice.As a group of authors, we bring a wide range of realities, identities, and life experiences to the pedagogical process. All of us identify ourselves as psychologists or psychologists in training. Beyond this common link, we identify ourselves as clinicians and academics, women who are lesbian and heterosexual, mentors and mentees, women of color and White women, women of different religious faiths and nationalities, graduate students and professors, administrators and teachers, women of different generations, women of middle-class and working-class origins, teachers from small undergraduate liberal arts institutions and educators from larger research-oriented university systems, and early-and midcareer professionals. Some of us have integrated multicultural and feminist perspectives through the organizing lens of race or culture, and others have used the lens offered by diversity feminisms. The "shorthand" we use to describe ourselves includes different terms and orderings of words such as multicultural feminist, multicultural uiomanist, antiracist feminist, feminist multiculturalist, and egalitarian teachers.

Many authors have written about the importance of ensuring that psychology students and counseling trainees gain multicultural competence but have also expressed dismay about the slow progress or resistance of institutions, faculty, and students to implementing adequate educational programs (D 1