Dictionary of Multicultural Psychology: Issues, Terms, and Concepts

Encyclopedias

Lena E. Hall

  • Citations
  • Add to My List
  • Text Size

  • Entries A-Z
  • Front Matter
    • [0-9]
    • A
    • B
    • C
    • D
    • E
    • F
    • G
    • H
    • I
    • J
    • K
    • L
    • M
    • N
    • O
    • P
    • Q
    • R
    • S
    • T
    • U
    • V
    • W
    • X
    • Y
    • Z

    • Copyright

      View Copyright Page

      Preface

      The production of this dictionary was motivated by more than 11 years of teaching multicultural psychology. Students often become so excited by the topic that they constantly ask for more information than can be provided due to the limited term schedule. The dictionary serves two purposes. First, it allows students to broaden their knowledge on topics introduced in the class. Each entry gives the meaning of the term or concept. Second, in addition to the definitions, there are reference sources so that students can do further reading on the topic. Professors are free to use the dictionary entries as a starting point in class by initiating discussion on individual entries followed by discussion of research findings by students, prompted by the included references. Thus, this dictionary goes well beyond meaning definitions and can provide a wealth of resources for the multicultural student.

      The compilation of the dictionary was done with the enthusiastic help of many of the students and faculty involved with the teaching of multicultural psychology or the clinical practice with culturally diverse clients. Needless to say, some of the entries were more difficult to access than others. Some students simply could not find any references for some of the terms, and some terms could be accessed only from other dictionary sources.

      The definitions of the terms are concise. Although this has resulted in a less voluminous document, it is an advantage for multicultural students who may prefer exploring entries on a more in-depth level on their own rather than rely solely on the entries. Also, professors can be more creative in the use of the dictionary in terms of the research and written assignments that can be developed for each entry.

      Acknowledgments

      I thank Sage Publications Senior Editor Jim Brace-Thompson, who was very supportive throughout this process and helped motivate me to complete this task. I also thank Guda Gayle-Evans, PhD, of the University of South Florida and Michael Reiter, PhD, of Nova Southeastern University, who contributed terms that they either coined or found in their work on multicultural issues. I acknowledge several multicultural psychology students who also eagerly researched terms for this work. Among this group, the most significant contributors were Beverley Jean-Jacques and Gari Senderhoff. Others include Alex Hache, Rashmeen Nimal, Diane Alves, Katya Delgado, Thomas Brown, Sabrina Tassy, Mary Brylski, Michael Palamino, Corinth Calvo, Krystal Lamb, Peter Davis, Michelle Alvarez, Angela Conner, Graham Rasanen, Tanya Echavarria, Bijou Stoc, Laura Reyes, Janin Guerra, Elizabeth Resnick, Lori Pantaleao, Holly Tomecko, Christina Thorpe, Katie Wintle, Micaela Mercado, Maria Usberghi, Melanie Denny, Jennifer Fedak, Ed Vargas, Diane Klein, Angela Heron, Tara Swasy, Marsha Gray, Alison Allen, David Hollingsworth, and Jessica Davis.

      Sage Publications acknowledges the contributions of reviewers Philip S. Wong, Long Island University; Christy Barongan, Washington and Lee University; William H. George, University of Washington; Chi-Ah Chun, California State University, Long Beach; Joseph G. Ponterotto, Fordham University;and Gordon C. Nagayama Hall, University of Oregon; in addition to other reviewers.

    Back to Top

    Copy and paste the following HTML into your website