The Obfuscation of the Realities of Women of Color Due to the False Dichotomy Phrasing of “Women and Minorities”

References

• American Psychological Association. (2017). Multicultural guidelines: An ecological approach to context, identity, and intersectionality. Retrieved from https://apa.org/about/policy/multicultural-guidelines
   Google Scholar
• American Psychological Association. (2018). Ethical principles of psychologists and code of conduct. Retrieved from https://www.apa.org/ethics/code/
   Google Scholar
• American Psychological Association. (2019). www.apa.org/index.aspx?_ga=2.148963062.1197572312.1546551484-861145098.1519410601
   Google Scholar
• Blackwell, M. (2011). Chicana power: Contested histories of feminism in the Chicano Movement. Austin, TX: UT Press.
   Google Scholar
• Bowleg, L. (2008). When black + lesbian + woman ≠ black lesbian woman: The methodological challenges of qualitative and quantitative intersectionality research. Sex Roles, 59(5–6), 312–325. doi:10.1007/x11199-008-9400-z
   Web of Science ®Google Scholar
• Boyd, B., Niemann, Y. F., & Bazemore, C. (in press). Mental health intervention with American Indians. In F. Leong & N. T. Buchanan (Eds.), Clinical psychology of ethnic minorities. Washington, DC: American Psychological Association.
   Google Scholar
• Boyd, B., Caraway, S. J., & Niemann, Y. F. (Eds.). (2017). Surviving and thriving in academia: A guide for members of marginalized groups. Washington, DC: American Psychological Association.
   Google Scholar
• Brown-Rice, K. (2013). Examining the theory of historical trauma among Native Americans. The Professional Counselor, 3(3), 117–130. doi:10.15241/kbr.3.3.117
   Google Scholar
• Callahan, J. L., Smotherman, J. M., Dziurzynski, K. E., Love, P. K., Kilmer, E. D., Niemann, Y. F., & Ruggero, C. J. (2018). Diversity in the professional psychology training-to-workforce pipeline: Results from doctoral psychology student population data. Training and Education in Professional Psychology , 12(4), 273–285. doi:10.1037/tep0000203
   Web of Science ®Google Scholar
• Callahan, J. L., & Watkins, C.E. Jr.(2018). Evidence-based training: The time has come. Training and Education in Professional Psychology, 12(4), 211–218. doi:10.1037/tep0000204
   Web of Science ®Google Scholar
• Case, K. (2015). White practitioners in therapeutic ally-ance: An intersectional privilege awareness training model. Women & Therapy, 38, 263–278. doi:10.1080/02703149.2015.1059209
   Web of Science ®Google Scholar
• Case, K. (2017a). Insider without: Journey across the working-class academic arc. Journal of Working-Class Studies, 2, 16–35.
   Google Scholar
• Case, K. (Ed). (2017b). Intersectional pedagogy: Complicating identity and social justice. New York, NY: Routledge.
   Google Scholar
• Cole, E. R. (2009). Intersectionality and research in psychology. American Psychologist, 64(3), 170–180. doi:10.1037/a0014564
   PubMed Web of Science ®Google Scholar
• Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment (2nd ed.). New York, NY: Routledge.
   Google Scholar
• Crenshaw, K. W. (1988). Race, reform, and retrenchment: Transformation and legitimation in antidiscrimination law. Harvard Law Review, 101(7), 1331–1387. doi:10.2307/1341398
   Web of Science ®Google Scholar
• Cuadraz, G. H. (2005). Chicanas and higher education: Three decades of literature and thought. Journal of Hispanic Higher Education, 4(3), 215–234. doi:10.1177/1538192705276547
   Google Scholar
• Delgado, R., & Stefancic, J. (2017). Critical race theory: An introduction. New York: University Press.
   Google Scholar
• Fine, M., & Torre, M. E. (2006). Intimate details: Participatory action research in prison. Action Research, 4(3), 253–269. doi:10.1177/1476750306066801
   Google Scholar
• Fryer, D., & Fox, R. (2017). Community psychology: Subjectivity, power, collectivity. In I. Parker (Ed.), Handbook of critical psychology. New York, NY: Routledge.
   Google Scholar
• Grice, J. W. (2014). Observation oriented modeling: Preparing students for research in the 21st century. Comprehensive Psychology, 3. doi:10.2466/05.08.IT.3.3
   Google Scholar
• Gutièrrez y Muhs, G., Niemann, Y. F., González, G., & Harris, A. P. (Eds.). (2012). Presumed incompetent: The intersections of race and class for women in academia (pp. 446–500). Boulder: University of Colorado Press.
   Google Scholar
• Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? The Behavioral and Brain Sciences, 33(2–3), 61–83. doi: 10.1017/SO140525X099152X
   PubMed Web of Science ®Google Scholar
• Huber, L. P. (2008). Building critical race methodologies in educational research: A research note on critical race testimonio. FIU L. Review, 4, 159. doi:10.1177/1077800414557825
   Google Scholar
• Hurtado, A., & Cervantez, K. (2009). A view from within and from without: The development of Latina feminist psychology. In F. A. Villarruel, G. Carlo, J. Grau, M. Azmitia, N. Cabrera & T. J. Chahin (Eds.), The Handbook of US Latino psychology: Developmental and community based perspectives (pp. 171–190). Thousand Oakes, CA: Sage Publications.
   Google Scholar
• Jerald, M. C., Cole, E. R., Ward, L. M., & Avery, L. R. (2017). Controlling images: How awareness of group stereotypes affects Black women’s well-being. Journal of Counseling Psychology, 64(5), 487–499. doi:10.1037/cou0000233
   PubMed Web of Science ®Google Scholar
• Khan, M., Ilcisin, M., & Saxton, K. (2017). Multifactorial discrimination as a fundamental cause of mental health inequities. International Journal for Equity in Health, 16(1), 43. doi:10.1186/s12939-017-0532-z
   PubMed Web of Science ®Google Scholar
• Moradi, B., & Grzanka, P. R. (2017). Using intersectionality responsibly: Toward critical epistemology, structural analysis, and social justice activism. Journal of Counseling Psychology, 64(5), 500–513. doi:10.1037/cou0000203
   PubMed Web of Science ®Google Scholar
• National Center for Educational Statistics (NCES). (2017). Digest of education statistics. Retrieved from https://nces.ed.gov/programs/digest/d17/tables/dt17_315.20.asp.
   Google Scholar
• Parker, I. (2015). Handbook of critical psychology. New York, NY: Routledge.
   Google Scholar
• Prilleltensky, I., & Fox, D. (2002). Introducing critical psychology: Values, assumptions and the status quo. In D. Fox & I. Prilleltensky (Eds.). Critical psychology: An introduction (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Purdie-Vaughns, V., & Eibach, R. P. (2008). Intersectional invisibility: The distinctive advantages and disadvantages of multiple subordinate-group identities. Sex Roles, 59(5–6), 377–391. doi:10.1007/s11199-008-9424-4
   Web of Science ®Google Scholar
• Rios, D., Bowling, M. J., & Harris, J. (2016). Decentering student “uniqueness” in lessons about intersectionality. In K. Case (Ed.), Intersectional pedagogy: Complicating identity and social justice (Chapter 10, pp. 167–187). New York, NY: Routledge.
   Google Scholar
• Schneider, J., & Hacker, S. (1973). Sex role imagery and use of the generic “man” in introductory texts: As case in the sociology of sociology. American Sociologist, 8, 12–18.
   Google Scholar
• Shields, S. A. (2008). Gender: An intersectionality perspective. Sex Roles, 59(5–6), 301–311. doi:10.1007/811199-009-9501-8
   Web of Science ®Google Scholar
• Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44. doi:10.1177/107780040200800103
   Google Scholar
• Stevens, G. (2015). Black psychology: Resistance, reclamation, and redefinition. In I. Parker (Ed.), Handbook of critical psychology. New York, NY: Routledge.
   Google Scholar
• Whorf, B. L. (1956). Language, thought, and reality. Cambridge, MA: MIT Press.
   Google Scholar