Toward a relevant psychology of prejudice, stereotyping, and discrimination: Linking science and practice to develop interventions that work in community settings.

Abstract

Racism and other forms of prejudice, stereotyping, and discrimination plague the United States in insidious ways. Research conducted on nationally representative samples suggests that almost two thirds of adult U.S. residents experience some sort of day-to-day discrimination (e.g., receiving poor service, being called names) and more than one third experience a major discriminatory event in their lifetime (e.g., being denied or fired from a job, being prevented from buying a home; Kessler, Mickelson, & Williams, 1999). On the extreme end of prejudice, more than 6,216 hate crimes involving race (46.9%), sexual orientation (20.8%), religion (19.8%), or ethnic/national origin (11.6%) were reported to the United States Department of Justice (USDOJ, 2012) during 2011. These reports are likely a gross underestimate, as hate-crime estimates derived from the National Crime Victimization Survey (NCVS)-a yearly survey of

Fatherhood among gang-involved U.S. Latino youth: Qualitative inquiry into key stakeholders’ perspectives.

“…Our project was guided by community-based participatory research (CBPR) principles emphasizing collaboration between researchers and the communities that are the focus of study (Acevedo-Polakovich, Beck, Hawks, & Ogdie, 2016). We focused on the community involved in the CBO’s work with gang-involved teenage Latino fathers.…”

When context matters: Adaptation for high-risk U.S. Latina/o subgroups.

“…The present project was conducted in response to the needs of a Latina/o-serving community-based organization (CBO) located in a mid-sized Midwestern U.S. city. The project’s design and implementation were guided by the principles of community-based participatory research (CBPR), an approach that fosters the consideration of community context by emphasizing collaboration between scientists and research participants (Acevedo-Polakovich, Beck, Hawks, & Ogdie, 2016; Wallerstein & Duran, 2006). Scholars have argued that CBPR and other participatory traditions limit the influence of social conditions leading to marginalization and inequity upon research (Acevedo-Polakovich et al, 2016; Wallerstein & Duran, 2006).…”

“…), it had identified reducing sexual risk as an important and unaddressed need. Consistent with CBPR principles (Acevedo-Polakovich et al, 2016; Wallerstein & Duran, 2006), CBO personnel and university-affiliated evaluators collaborated in selecting the focus of this project, the intervention to be evaluated, the evaluation design, and in implementing the design. Moreover, all interventions were delivered as part of the CBO’s services.…”

“…Facilitator's Curriculum (Villarruel, Jemmott, & Jemmott, 2008b). It asked the 2 In CBPR, the community is considered the unit of identity (Acevedo-Polakovich et al, 2016;Wallerstein & Duran, 2006). The African American participant in this study lived in the community served by, and received services from, the CBO.…”