Helen Neville

Activities & Honors

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

Research Statement

Historically, my research interests have focused on three interrelated areas: general and cultural factors influencing stress and coping processes, evaluation of the effectiveness of diversity-related programs, and multicultural education. My research in the first area has centered on examining general and cultural factors influencing rape survivors, post-assault recovery process and African American students' psychosocial and educational adjustment to predominantly white universities. I am particularly interested in understanding common experiences that transcend race, ethnicity, and class background in adjusting to stressful events, as well as teasing out the more culture-specific factors related to this adjustment.

Interfacing with each of my three research areas is a consideration of racial identity, racism, and, more recently, color-blind racial ideology. Over the past 3 years, I have refocused my research to the area color-blind racial attitudes or the denial, distortion, and minimization of the existence of racism. As part of this effort, my research team and I have constructed and validated a scale to assess color-blindness. Findings in this new line of research are providing support for emerging theoretical articulations, such that greater denial of the existence of racism on a structural level have been related to: (a) greater levels of racial and gender intolerance among students and community members and (b) lower levels of self-reported and observed multicultural therapy competencies among counselors. For White college students, adopting a color-blind racial perspective also has been related to greater racial prejudice against Blacks and increased fear and distrust of racial and ethnic minorities. For Blacks, ignoring the influence of racism in the lives of people of color have been related to increased levels of internalized oppression and victim-blaming ideology. Relatedly, I am interested in uncovering critical incidents in the development of racial ideologies of high school and college students. I'm interested in exploring how some students are oblivious to racism and others have developed a critical awareness of racial oppression. Moreover, I want to explore if students' and systems' ideologies influence inter- and intraracial interactions.

Grants

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

Publications

• French, B. H., Lewis, J. A., & Neville, H. A. (Eds). (2013). Black girls' and women's resistance strategies. Special issue, Journal of African American Studies, 17(1).
• Neville, H. A., Poteat, V. P., Lewis, J. A., & Spanierman, L. B. (accepted). Changes in White college students’ color-blind racial ideology over four years: Do diversity experiences make a difference? Journal of Counseling Psychology.
• Neville, H. A., Awad, G. H., Brooks, J., Flores, M. P., & Bluemel, J. (in press). Color-blind racial ideology: Theory, training, and measurement implications in psychology. American Psychologist.
• Neville, H. A., Awad, G. H., Brooks, J., Flores, M. P., & Bluemel, J. (in press). Color-blind racial ideology: Theory, training, and measurement implications in psychology. American Psychologist .
• Neville, H. A., & Spanierman, L. B. (2012). Preventing racial injuries, promoting racial justice. In E. M. Vera (Ed.), The Oxford Handbook of Prevention in Counseling Psychology (pp. 476-490). New York: Oxford University Press.
• Lewis, J. A., Neville, H. A., & Spanierman, L. B. (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.
• Barr, S. C., & Neville, H. A. (in press). Racial socialization, color-blind racial ideology, and mental health among Black college students: An examination of an ecological model. Journal of Black Psychology.
• French, B. H., & Neville, H. A. (in press). Sexual coercion among Black and White teenagers: Sexual stereotypes and psychobehavioral correlates. The Counseling Psychologist.
• Neville, H. A., Yeung, J. G., Todd, N. R., Spanierman, L. B., & Reed, T. D. (2011). Color-blind racial ideology and beliefs about a racialized university mascot. Journal of Diversity in Higher Education, 4, 236-249. doi: 10.1037/a0024334
• Pieterse, A. L., Todd, N. R., Neville, H. A., 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. A., Huntt, M. B., & Chapa, J. (2010) (Eds.). Implementing diversity: Contemporary challenges and best practices at predominantly white universities. Illinois: Center on Democracy in a Multiracial Society.
• Whittaker, V. A., & Neville, H. A. (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.
• Oh, E., Chung, C., Neville, H. A., 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. B., Jackson, A. P. Neville, H. A., Illfelder-Kaye, J., Winterowd, C. L., & Loewy, M. (2009). The need for a counseling psychology model training values statement addressing diversity. The Counseling Psychologist, 37, 644-675.
• Koditschek, T., Cha-Jua, S. K., & Neville, H. A. (Eds.). (2009). Race struggles. Champaign, IL: University of Illinois Press.
• Neville, H. A. (2009). Rationalizing the racial order: Racial color-blindness as a legitimizing ideology. In T. Koditschek, S. K. Cha-Jua, & H. A. Neville (Eds.), Race struggles (pp. 115-133). Champaign, IL: University of Illinois Press.
• Spanierman,L.B., Neville, H.A., Liao, H., Hammer, J.H., & 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.
• Barr, S., & Neville, H. A. (2008). Examination of the link between parental racial socialization messages and racial ideology among Black college students. Journal of Black Psychology, 26, 317-329.
• Neville, H. A., Tynes, B. M., & Utsey, S. (Eds.). (2008). Handbook of African American Psychology. CA: SAGE Press.
• French, B. H., & Neville, H. A. (2008). Black teenage girls’ experiences with sexual coercion: Context, coping, and consequences. Black Women, Gender, and Families, 2, 77-98.
• Neville, H. A., & Hamer, J. (2006). Revolutionary Black women’s activism: Experience and transformation. The Black Scholar, 36, 2-11.
• Neville, H. A., Spanierman, L. B., & 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. A. & Hamer, J. (Eds.) (2006). Black women's activism: 2006 [special issue]. The Black Scholar: Journal of Black Studies and Research.
• Neville, H. A., Coleman, M. N., 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. A., Heppner, P. 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. A., Heppner, M. J., Oh, E., Spanierman, L., & Clark, M. K. (2004). General and culturally specific factors influencing Black and White women rape survivors' self-esteem. Psychology of Women Quarterly, 28, 83-94.
• Neville, H. A., Worthington, R. L., & Spanierman, L. B. (2001). Race, power, and multicultural counseling psychology: Understanding white privilege and color-blind racial attitudes. In J. G., Ponterotto, J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of multicultural counseling (2nd ed.), (pp. 257-288). Newbury Park, CA: Sage.
• Neville, H. A., Lilly, R. L., 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.
• Neville, H. A., & Heppner, M. J. (1999). Contextualizing rape: Reviewing sequelae and proposing a culturally inclusive ecological model of sexual assault recovery. Applied and Preventive Psychology, 8, 41-62.
• Thompson, C. E., & Neville, H. A. (1999). Racism, mental health, and mental health practice. Monograph. The Counseling Psychologist, 27, 155-223.
• Heppner, M. J., Neville, H. A., Smith, K., Kivlighan, D. M., & Gershuny, B. S. (1999). Examining immediate and long-term efficacy of rape prevention programming with racially diverse college men. Journal of Counseling Psychology, 46, 16-26.