Multicultural Psychology Exam 4 Study Guide

This set of flashcards covers critical concepts in multicultural psychology, including key terms related to identity, frameworks, power dynamics, socialization, and cultural adaptation.

Traditional psychology

individual-focused, WEIRD samples

Multicultural psychology

context + multiple identities

Multicultural Psychology Frameworks Uses Ecological & Intersectional models

to understand complexity

Ecological Model (Bronfenbrenner, 1979)

“You cannot understand a child without their environment.”

Microsystem

immediate relationships (family, peers)

Mesosystem

links between microsystems (school ↔ home)

Exosystem

indirect environments (parent’s job, media)

Macrosystem

cultural values, laws, ideologies

Chronosystem

historical time (e.g., Civil Rights era)

Key Point of the Ecological Model (Bronfenbrenner, 1979)

individuals are nested in cultural, social, structural layers

Intersectionality

A concept by Kimberlé Crenshaw highlighting how overlapping identities (like race, gender, and class) create unique experiences.

Concept of Intersectionality

overlapping identities (race, gender, class, sexuality) create unique experiences

Example of Intersectionality

Black women face racism + sexism simultaneously, not separately

Principles of Intersectionality

• Multiplicity of identity.

• Interlocking oppressions (racism, sexism, classism, heterosexism).

• Privilege and marginalization can coexist.

Applications of Intersectionality

• Latina lesbian → unique discrimination in both cultural & LGBTQ spaces.

• African American trans women → experience racism + transphobia simultaneously; healthcare disparities, higher mental health risks.

Ecological

structure, systems, environment (“where”)

Intersectional

overlapping identities & power (“who/how”)

Ecological and Intersectional Together 

comprehensive, multi-level + multi-identity framework

Why It Matters (Intersectional & Ecological Models)

• Prevents stereotyping.

• Pushes psychology toward fairness, accuracy, and justice.

Socialization

The process through which individuals learn and internalize the norms, values, and behaviors of their culture.

Socialization & Identity

• Transmits culture across generations

• Shapes personality, worldview, and identity

Example of Socialization

A child learns “please” and “thank you.” In one culture this shows politeness; in another, respect is shown by bowing.

Key Agents of the Ecological Model (Bronfenbrenner, 1979)

• Microsystem

• Mesosystem

• Exosystem

• Macrosystem

• Chronosystem

Key Agents of Socialization

• Family

• Peers

• Schools and Media

• Community and Religion

Family

Most influential; transmits language, values, and traditions.

Example of Family

Asian American families emphasize filial piety; Euro-American families emphasize individualism.

Peers

Reinforce or challenge norms, especially during adolescence.

Example of Peers

Latino teens balance familismo (family loyalty) with peer culture.

Schools and Media

Teach dominant values through a hidden curriculum that often reflects mainstream (White, middle-class) perspectives.

Community and Religion

Provide moral frameworks and group identity.

Self-Identity

is the set of traits, roles, and affiliations that define who we are

Self-Identity is not fixed

it develops through social interaction and cultural experience

Dimensions of Identity

• Personal Identity

• Social Identity

• Cultural Identity

Personal Identity

Individual traits and experiences.

Social Identity

Group memberships (race, gender, religion); based on Social Identity Theory.

Cultural Identity

Connection to cultural traditions, language, and heritage.

Example of Dimensions of Identity

African American identity shaped by resilience and cultural pride.

Identity Models and Frameworks

• Explain how culture and race shape identity.

• Help professionals understand clients’ identity development.

• Recognize that people navigate multiple cultural frameworks.

Acculturation

Cultural and psychological change from contact with another culture.

Two guiding questions of Berry’s Acculturation Model (2005)

1. Should I keep my heritage culture?

2. Should I engage with the dominant culture?

Four Strategies of Berry’s Acculturation Model (2005)

• Assimilation

• Separation

• Integration

• Marginalization

Assimilation

Adopt dominant culture, drop heritage.

Separation

Maintain heritage, reject dominant.

Integration

Blend both (best outcomes).

Marginalization

Disconnect from both.

Example of Intergration

A Mexican American speaks Spanish at home, English at school.

Power, Privilege, and Prejudice

These three ideas form the ethical and social foundation of multicultural psychology.

Power, Privilege, and Prejudice help us ask

• Who benefits from current systems?

• Whose voices are centered or excluded?

• How can psychology challenge inequality?

Understanding power, privilege, and prejudice is

essential for creating equity and inclusion

Power

The capacity to influence, control, or define reality for others.

Personal Power

Ability to act and make choices (confidence, leadership, self-advocacy).

Institutional Power

Authority within organizations or systems (schools, courts, hospitals).

Structural Power

Large-scale patterns that advantage some groups over others (laws, cultural norms, wealth, patriarchy, colonialism).

Power is not only force

it is embedded in systems and norms

Power is relational

it exists through social interaction and institutional design

Examples of Power

A professor controls grades (institutional power), a confident student influences peers (personal power), and university policies reflect broader inequalities (structural power).

Privilege

Unearned, often invisible social advantages given to members of a dominant group.

Characteristics of Privilege

• Based on group membership, not personal effort.

• Often invisible to those who have it.

• Maintained by systems (norms, policies, access), not individual choice.

Examples of Privilege

• Being assumed competent until proven otherwise.

• Seeing your race, gender, or culture reflected positively in media.

• Feeling safe in everyday interactions (with police, teachers, etc.).

Privilege is often invisible to those who benefit from it

that invisibility itself is a form of power

Acknowledging privilege is not about guilt

but about responsibility and awareness

Prejudice

A learned, usually negative attitude toward individuals based on group membership.

Three Components of Prejudice

• Cognitive

• Affective

• Behavioral

Cognitive Prejudice

Beliefs or stereotypes (“All older people are bad with technology”).

Affective Prejudice

Feelings or emotions (fear, dislike).

Behavioral Prejudice

Actions or discrimination (avoidance, exclusion).

Prejudice is learned through socialization, not biological

it reflects the values and biases we are taught

How Power, Privilege, and Prejudice Interact

• Together, they shape social hierarchies and systemic inequality.

• Privilege maintains power, while prejudice justifies unequal systems.

• Understanding their interaction helps identify where and how bias operates.

Social class is a cultural context shaped by

• Access to resources (income, education, occupation, wealth)

• Access to opportunities (mobility, networks)

• Daily conditions (neighborhood, school quality, transportation)

• Values and experiences that come with these resources

Social class is not just what people have

it is the experience of navigating life with different levels of access and constraints

Social Class

• Lived experiences

• Worldviews, communication styles, expectations

• More subjective and culturally shaped

SES (Socioeconomic Status)

• A measurement of:

  • Income

  • Education

  • Occupation

• Objective, used in research

Social class =

experience and culture

SES =

measurable resources

SES reflects multiple forms of advantage or constraint:

• Income (stability vs. instability)

• Education (level + quality)

• Occupation (status, control, working conditions)

• Wealth (savings, assets, generational resources)

• Neighborhood resources (food access, safety, school quality)

• Social capital (networks, mentors, professional support)

Each dimension shapes long-term opportunity differently.

Class influences

• Communication style (direct/indirect; formal/informal)

• Planning (future vs. present focus)

• Problem-solving (use of networks, resourcefulness)

• Stressors (time scarcity, financial strain, transportation limits)

• Expectations (individual vs. collective responsibility)

• Stress responses (vigilance, skepticism, resilience)

Unearned advantages that make systems easier to navigate:

• Being assumed competent

• Attending well-funded schools

• Access to tutors, safe neighborhoods, reliable healthcare

• Fewer interactions with policing or surveillance

Oppression

Systemic barriers that restrict access and opportunities

Systemic barriers that restrict access and opportunities:

• Underfunded schools

• Limited transportation

• Unsafe environments

• Gatekeeping in jobs and internships

• Low community investment

People often explain behavior in terms of personal traits (“lazy,” “unmotivated”) while ignoring structural barriers like:

• Unpredictable work hours

• Housing instability

• Caring for siblings/family

• Health issues and lack of access

• Transportation challenges

Fundamental Attribution Error

We overemphasize personal traits and underestimate structural context.

Understanding behavior requires examining the conditions shaping it

not just the individual

Social class is always experienced in combination with other identities:

• Race/ethnicity

• Gender and sexuality

• Disability or chronic illness

• Immigration status and language

• Rural vs. urban residence

• Family roles and caregiving

People with the same income

can have different burdens depending on these overlapping identities

Some struggles are visible (housing instability);

others are invisible (time scarcity, hidden medical expenses)

Holding both privileged and marginalized identities

can make some challenges overlooked

Poverty increases exposure to:

• Housing/transportation instability

• Food insecurity

• Long or unpredictable work hours

• Environmental hazards

• Limited healthcare/childcare

• Persistent financial strain

Chronic stress

stress that continues without relief or recovery

Chronic stress affects

• Sleep and energy

• Immune functioning

• Concentration and memory

• Emotion regulation

• Motivation and decision making

Allostatic Load

cumulative "wear and tear" on the body from long-term stress

Allostatic Load increases when:

• Stress is constant

• Control is limited

• Recovery time is short

• Support systems are scarce

Long-term consequences of Allostatic Load include:

• Hypertension & inflammation

• Cognitive slowing

• Burnout

• Anxiety & depression

These are adaptive, not “flaws”:

• Hypervigilance

• Distrust of institutions

• Emotional withdrawal

• Irritability

• Difficulty concentrating

• Feeling overwhelmed

• Fatigue and disengagement

They reflect survival strategies in unpredictable environments.

Health is shaped by:

• Economic stability

• Education

• Neighborhood and housing

• Access to healthy food

• Social support

• Healthcare access

• Environmental safety

Key Point: Health inequities come from systems and conditions, not just individual choices.

Barriers to Medical Care

• High cost of care

• Lack of insurance

• Transportation challenges

• Long wait times

• Limited local clinics

• Providers lacking cultural responsiveness

• Fear of discrimination

• Confusing systems

Barriers to Mental Healthcare

• Stigma

• Cost or insurance limits

• Shortage of culturally informed providers

• Misinterpretation of communication styles

• Mistrust or confidentiality concerns

Mistrust is shaped by histories of:

• Exploitation and unethical research

• Dismissed or minimized symptoms, or misdiagnosis

• Unequal treatment

• Lack of representation

Mistrust Present-Day Impacts

• Hesitating to seek care

• Delayed treatment

• Avoiding preventive services

• Relying on community or home remedies

• Seeking second opinions due to caution

Communities draw strength from:

• Faith organizations

• Family and kinship networks

• Peer and student groups

• Cultural identity and pride

• Neighborhood leaders

• Mentorship programs

These supports help people navigate unequal systems.

Multicultural Assessment: A culturally informed assessment:

• Considers identity, language, worldview, and values

• Interprets symptoms in cultural meaning systems

• Asks: “How does this client’s background shape their distress?”