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Despite institutional efforts, growth in the number of faculty of color has largely plateaued, limiting research innovation and other benefits of diversity. In this article, we seek to understand structural barriers to faculty equity by (a) detailing a theory of epistemic exclusion within academia and (b) applying the theory of epistemic exclusion to the specific context of faculty departmental reviews of scholarly research (e.g., annual review, promotion and tenure review). Epistemic exclusion is a form of scholarly devaluation that is rooted in disciplinary biases about the qualities of rigorous research and identity-based biases about the competence of marginalized group members. These biases work in tandem to systemically and disproportionately exclude marginalized scholars (e.g., people of color, women) from the academy. In the context of faculty departmental reviews, epistemic exclusion can happen in formal systems of evaluation through criteria, metric, and application exclusion. It can also occur informally during interpersonal interactions and communications through legitimacy, contribution, and comprehension exclusion. In this article, we detail each of these types of exclusion, how they may interact with each other, and their consequences. We assert that epistemic exclusion threatens the diversification of academia and offer suggestions for equitable evaluation practices and reducing epistemic exclusion within higher education broadly. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

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Objective: Negative perceptions of institutional racial climate relate to worse mental health outcomes for Black college students. Yet, few scholars have considered how Black students' perceptions of the institutional climate for other underrepresented groups may impact mental health. Participants and Methods: We drew on a national sample of Black college students across 15 institutions (n = 1188) to examine the effects of institutional diversity climate on students' anxiety, depression, and positive mental health. Results: Black students who perceived the campus as more welcoming to first-generation reported higher positive mental health. Black students who perceived the campus as more welcoming to racial minorities, lesbian, gay, bisexual (LGB), and low socioeconomic status (SES) students reported lower levels of depression and anxiety. Conclusions: Black students' perceptions of the institutional diversity climate for other groups influences their mental health outcomes, and underscores the need for more research on individual-level differences in students' mental health processes.

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OBJECTIVE: Black women's experiences of gendered racism have implications for their mental health. The present study tested the associations between gendered racism, social support, and depression, then investigated whether gendered racial centrality buffered the impact of gendered racism on mental health outcomes. METHOD: Data from 237 Black college women (Mage = 22.04, SD = 4.02 years) were collected using an online survey, assessing gendered racism, social support, depression, and gendered racial identity. RESULTS: We found that social support mediated (but did not moderate) the association between gendered racism and depression: More gendered racism was associated with decreased support, and consequently more depression. Also, higher gendered racial centrality buffered the indirect effect of gendered racism on greater depression via lower social support. CONCLUSION: Our results further illustrate the detrimental effect of gendered racism on Black women, while also illuminating areas for intervention useful for this group. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

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Despite the growing literature on the mental health implications of adverse childhood events (ACEs), little empirical evidence considers the role of sociocultural scripts in Black women's experiences of trauma and mental health. Emerging scholarship suggests that gendered racial stereotypes, such as the Superwoman Schema, might worsen the impact of ACEs on the mental health outcomes of Black women in the U.S. To address this gap, we sought to examine relationships among Black women's exposure to ACEs, endorsement of the Superwoman Schema, and mental health outcomes. The current sample included 447 Black women (20-35 years old) who completed measures of adverse childhood events, Superwoman Schema endorsement, and mental health (stress, anxiety, and depression). ACEs and endorsement of the Superwoman Schema were associated with higher stress, anxiety, and depressive symptomology. Additionally, Black women who experienced more ACEs and felt a stronger obligation to present an image of strength indicated more stress. Black women who experienced more ACEs and had a stronger determination to succeed reported higher anxiety. These results offer further evidence of the role of the Superwoman Schema on Black women's mental health. The authors discuss future research directions and clinical implications regarding the interconnections among sociocultural scripts of Black womanhood and trauma experiences.

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Objective: Psychosocial stress is a risk factor for cognitive impairment and a potential pathway through which disparities in cognitive functioning emerge and disproportionately disadvantage older Black adults. Gendered racism is a psychosocial stressor that has negative implications for Black women's mental and physical health. This study tested the association between lifetime experiences of gendered racism and subjective cognitive complaints, taking into account the extent to which depressive symptoms and coping styles may explain this association. Method: Data from 75 older Black women (Mage = 62.43, SD = 6.23 years) were collected using an online survey assessing lifetime experiences of gendered racism, depressive symptoms, coping styles (i.e. spirituality, social support, problem-oriented/engagement, and disengagement), and subjective cognitive complaints (i.e. memory, attention, executive functioning, language, and overall cognition). The association between gendered racism and subjective cognitive complaints was examined with simple linear regression. Two mediation models examined depressive symptoms and coping styles as independent mediators of this association. Results: More gendered racism across the lifetime was associated with more subjective cognitive complaints separately through depressive symptoms and disengagement coping, but no other coping styles. Conclusion: Gendered racism is linked to increased subjective cognitive complaints via depressive symptoms and disengagement coping. The study highlights the importance of taking into account lived experiences (gendered racism) that are inextricably linked to social positioning (race and gender) within neuropsychology. Results evidence the negative impact of psychosocial stress, specifically gendered racism, on older Black women's subjective cognitive functioning, and illuminate avenues for clinical intervention and social justice advocacy.

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Current instruments used to aid in the diagnosis of psychological disorders have limited effectiveness with clients from Asian backgrounds. The Vietnamese Depression Interview (VDI) is a diagnostic instrument created to assess the presence of current and lifetime history of major depressive disorder specifically among Vietnamese refugees and immigrants. The purpose of the present study is to provide a description of the VDI, while also noting it as a reliable and valid means by which to assess depression in Vietnamese individuals. Using the Longitudinal, Expert, and All Data (LEAD; Spitzer in Compr Psychiatry 24:399-411, 1983) standard and the VDI, experienced clinicians conducted the diagnosis process with 127 Vietnamese refugees and immigrants. Assessment of the reliability and validity of the VDI yielded good to excellent AUC and kappa values, indicating the reliability of the VDI and the agreement between the LEAD procedure and the VDI. These study results imply that the VDI performs successfully as a diagnostic instrument specifically created for Vietnamese refugees and immigrants in their native language. Current and future contributions of the VDI with Vietnamese individuals are discussed.

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