Main Menu Summer 2013

Helen Neville

Educational Background

  • Ph.D., Counseling Psychology (APA Accredited), University of California, Santa Barbara, 1993
  • M.A., Clinical/Community Psychology, California State University, Northridge, 1988
  • B.A., Psychology, California State University, Northridge, 1986

Key Professional Appointments

  • Professor, Educational Psychology & African American Studies, University of Illinois at Urbana-Champaign, 2007-present
  • Associate Professor, Educational Psychology and the Afro-American Studies and Research Program, University of Illinois at Urbana-Champaign, 2001-present
  • Chair, Counselling Psychology, Educational Psychology, University of Illinois at Urbana-Champaign, -present
  • Provost Fellow, Office of the Provost, University of Illinois at Urbana-Champaign, 2010-2012
  • Associate Professor, Educational and Counseling Psychology and the Black Studies Program., University of Missouri-Columbia, 1999-2001
  • Co-Director, Center for Multicultural Research, Training, and Consultation, University of Missouri-Columbia, 1999-2001
  • Assistant Professor, Department of Educational and Counseling Psychology, University of Missouri-Columbia., 1998-1999
  • Assistant Professor, Black Studies Program and Department of Psychology, University of Missouri-Columbia, 1993-1998

Activities & Honors

  • Fellow of the Society of Counseling Psychology, Fellow of the Society of Counseling Psychology, American Psychological Association, 2005-present
  • Executive Committee, Society of Counseling Psychology, American Psychological Association, 2008-2014
  • Committee Member, Committee on Ethnic Minority Affairs, American Psychological Association, 2011-2013
  • Council of Representatives, Council Representative, Society of Counseling Psychology (DIV 17 representative), American Psychological Association, 2008-2013
  • Rockefeller Foundation Residency, Bellagio Center, Rockefeller Foundation, 2010
  • Distinguished Senior Scholar, College of Education, 2008-2009
  • Associate Editor, Journal of Black Psychology, 2007-2009
  • Editorial Board Member, Journal of Counseling Psychology, 2004-2009
  • Editorial Board Member, Cultural Diversity and Ethnic Minority Psychology, 2004-2008
  • Editorial Board Member, Journal of Black Psychology, 2004-2007
  • 2007 National Multicultural Summit and Conference Coordinator, American Psychological Association, 2004-2007
  • Associate Editor, The Counseling Psychologist, 2002-2007
  • Member, Section of Ethnic and Racial Diversity Awards Committee, Society of Counseling Psychology, American Psychological Association, 2004-2006


  • Principal Investigator, Measuring and Contextualizing Color-blind Racial Ideology among Racially Diverse High School and College Students, Campus Research Board, 2002-2003

Select Publications

  • Barr, S., Neville, H. (2014). Racial socialization, color-blind racial ideology, and mental health among Black college students: An examination of an ecological model. Journal of Black Psychology, 40, 138-165.
  • Reed, T., Neville, H. (2014). The influence of religiosity and spirituality on psychological well-being among Black women. Journal of Black Psychology, 40, 384-401.
  • Neville, H., Viard, B., Turner, L. (2014). Race and recognition: Pathways to an affirmative Black racial identity. Journal of Black Psychology(Online First), 25.
  • Neville, H., Oyama, K., Odunewu, L., Huggins, J. (2014). Dimensions of belonging as an aspect of racial-ethnic-cultural identity: An exploration of Indigenous Australians. Journal of Counseling Psychology, 61, 414-426.
  • Neville, H., Poteat, V., Lewis, J., Spanierman, L. (2014). Changes in White college students’ color-blind racial ideology over four years: Do diversity experiences make a difference? Journal of Counseling Psychology, 61, 179-190.
  • French, B., Lewis, J., Neville, H. (2013). Black girls' and women's resistance strategies. Special issue, Journal of African American Studies: , USA .
  • Sue, D., Gallardo, M., Neville, H. (2013). Case studies in multicultural counseling. Hoboken,. John Wiley & Sons: New Jersey.
  • Neville, H., Awad, G., Brooks, J., Flores, M., Bluemel, J. (2013). Color-blind racial ideology: Theory, training, and measurement implications in psychology. American Psychologist, 68, 455-466.
  • Spanierman, L., Soble, J., Mayfield, J., Neville, H., Aber, M., Khuri, L., Rosa, D. (2013). Living learning communities and students’ sense of community and belonging. Journal of Student Affairs Research and Practice, 50, 308-325.
  • French, B., Neville, H. (2012). Sexual coercion among Black and White teenagers: Sexual stereotypes and psychobehavioral correlates. The Counseling Psychologist, 41, 1185-1211.
  • Neville, H., Spanierman, L. (2012). Preventing racial injuries, promoting racial justice. The Oxford Handbook of Prevention in Counseling Psychology. Oxford University Press: New York.
  • Lewis, J., Neville, H., Spanierman, L. (2012). Examining the influence of campus diversity experiences and color-blind racial ideology on students’ social justice attitudes. Journal of Student Affairs Research and Practice, 49, 1-18.
  • Pieterse, A., Todd, N., Neville, H., Carter, R. (2011). Perceived racism and mental health among Black American adults: A meta-analytic review. Journal of Counseling Psychology. Advance online publication.
  • Neville, H., Yeung, J., Todd, N., Spanierman, L., Reed, T. (2011). Color-blind racial ideology and beliefs about a racialized university mascot. Journal of Diversity in Higher Education, 4, 236-249.
  • Whittaker, V., Neville, H. (2010). Examining the relation between racial identity attitude clusters and psychological health outcomes in African American college students. Journal of Black Psychology, 36, 483-409.
  • Neville, H. (2010). Implementing diversity: Contemporary challenges and best practices at predominantly white universities. Center on Democracy in a Multiracial Society: Illinois.
  • Oh, E., Chung, C., Neville, H., Anderson, C., Landrum-Brown, J. (2010). , Beliefs about affirmative action: A test of the group self-interest and racism beliefs models. Journal of Diversity in Higher Education, 3, 163-176.
  • Mintz, L., Jackson, A., H. A., I., J., W., C. L., L., M., ., Neville, H. (2009). The need for a counseling psychology model training values statement addressing diversity. The Counseling Psychologist, 37, 644-675.
  • Neville, H. (2009). Rationalizing the racial order: Racial color-blindness as a legitimizing ideology. Race struggles. University of Illinois Press: Champaign, IL.
  • Neville, H. (2009). Race struggles. University of Illinois Press: Champaign, IL.
  • French, B., Neville, H. (2008). Black teenage girls’ experiences with sexual coercion: Context, coping, and consequences. Black Women, Gender, and Families, 2, 77-98.
  • Neville, H., Tynes, B., Utsey, S. (2008). Handbook of African American Psychology. SAGE Press: CA.
  • Barr, S., Neville, H. (2008). Examination of the link between parental racial socialization messages and racial ideology among Black college students. Journal of Black Psychology, 26, 317-329.
  • Spanierman, L., Neville, H., Liao, H., Hammer, J., Wang, Y. (2008). Participation in formal and informal campus diversity experiences: Effects on students’ racial democratic beliefs. Journal of Diversity in Higher Education, 1, 108-125.
  • Neville, H., Hamer, J. (2006). Black women's activism: 2006 [special issue]. The Black Scholar: Journal of Black Studies and Research.
  • Neville, H., Hamer, J. (2006). Revolutionary Black women’s activism: Experience and transformation. The Black Scholar, 36, 2-11.
  • Neville, H., Spanierman, L., Doan, T. (2006). The association between color-blind racial ideology and multicultural counseling competencies. Cultural Diversity and Ethnic Minority Psychology, 12, 275-290.
  • Neville, H., Coleman, M., Falconer, J., Holmes, D. (2005). The relations between color-blind racial ideology and psychological false consciousness among African Americans. Journal of Black Psychology, 31, 27-45.
  • Neville, H., Heppner, M., Oh, E., Spanierman, L., Clark, M. (2004). General and culturally specific factors influencing Black and White women rape survivors' self-esteem. Psychology of Women Quarterly, 28, 83-94.
  • Neville, H., Heppner, P., Ji, P., Thye, R. (2004). The relations among general and race-related stressors and psychoeducational adjustment in Black students attending predominantly white institutions. Journal of Black Studies, 34, 599-618.
  • Neville, H., Worthington, R., Spanierman, L. (2001). Race, power, and multicultural counseling psychology: Understanding white privilege and color-blind racial attitudes. Handbook of multicultural counseling. Sage: Newbury Park, CA.
  • Neville, H., Lilly, R., Duran, G., Lee, R., Browne, L. (2000). Construction and initial validation of the Color-Blind Racial Attitudes Scale (CoBRAS). Journal of Counseling Psychology, 47, 59-70.
  • Heppner, M., Neville, H., Smith, K., Kivlighan, D., Gershuny, B. (1999). Examining immediate and long-term efficacy of rape prevention programming with racially diverse college men. Journal of Counseling Psychology, 46, 16-26.
  • Thompson, C., Neville, H. (1999). Racism, mental health, and mental health practice. Monograph. The Counseling Psychologist, 27, 155-223.
  • Neville, H., Heppner, M. (1999). Contextualizing rape: Reviewing sequelae and proposing a culturally inclusive ecological model of sexual assault recovery. Applied and Preventive Psychology, 8, 41-62.

In The News

Educational psychology study shows spirituality, not religion, is critical to black women's well-being

Sep. 25, 2014

New research by doctoral student Tamilia D. Reed and educational psychology professor Helen A. Neville indicates that spirituality, rather than religiosity, may be the element that is critical to black American women’s life satisfaction and mental health. Read more...

College's Counseling Psychology Program rated fourth in nation by

Sep. 11, 2014

The Counseling Psychology Program (CPP) in the Department of Educational Psychology was ranked No. 4 on’s “Top Psy.D. & Ph.D.” list. The data and ranking methodology relied on published surveys, exam scores, and other school and career information gathered through sources such as the U.S. Bureau of Labor Statistics, the American Psychological Association, and the Association of State and Provincial Psychology Boards. Read more...

More than half of students surveyed experienced sexual coercion

Oct. 23, 2013

OCTOBER 23, 3013, ILLINOIS NEWS BUREAU, CHAMPAIGN, Ill., Sharita Forrest — More than half of young women in high school or college have experienced at least one incident of sexual coercion, according to a new study by Bryana H. French (Ph.D. EdPsy '10, M.A. EdPsy '06) and Helen A. Neville, a professor of Educational Psychology and African American Studies. Read more...