Biography

Dr. Neville is a professor of Educational Psychology and African American Studies at the University of Illinois at Urbana-Champaign, where she also chairs the APA-approved counseling psychology doctoral program. Before coming to Illinois in 2001, she was on the faculty in Psychology, Educational and Counseling Psychology, and Black Studies at the University of Missouri-Columbia where she co-founded and co-directed the Center for Multicultural Research, Training, and Consultation. Dr. Neville has held leadership positions on campus and nationally. She was a Provost Fellow and participated in the CIC/Big 10 Academic Alliance Academic Leadership Academy. Currently she is the president-elect of the Society for the Psychological Study of Culture, Ethnicity, and Race, which is a division of the American Psychological Association (APA).

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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,

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

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Education

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

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Awards, Honors, Associations

President-elect Society of the Psychological Study of Culture, Ethnicity, and Race (APA Division 45), 2017 - 2017

Presidential Citation American Psychological Association, 2019 - 2019

Foremothers’ Mentorship Award APA Division 35, Section I: The Psychology of Black Women, 2018 - 2018

President ociety of the Psychological Study of Culture, Ethnicity, and Race (APA Division 45), 2018 - 2018

American Psychological Association, Society of Counseling Psychology (Div 17), Outstanding Contribution to Scholarship on Race and Ethnicity Award American Psychological Association, Society of Counseling Psychology (Div 17), 2016 - 2016

Fulbright Fulbright, 2015 - 2015

Janet E. Helms Award for Mentoring and Scholarship Annual Winter Roundtable on Cultural Psychology & Education, 2014 - 2014

Dalmas Taylor Award in Research American Psychological Association, Minority Fellowship Program, 2013 - 2013

Rockefeller Foundation Residency, Bellagio Center Rockefeller Foundation, 2010 - 2010

Distinguished Senior Scholar College of Education, 2008 - 2008

Fellow of the Society of Counseling Psychology Fellow of the Society of Counseling Psychology, American Psychological Association, 2005 - present

Campus Award for Excellence in Graduate Student Mentoring University of Illinois at Urban-Champaign, 2010 - 2010

Fellow American Psychological Association, 2006 - 2006

Research & Service

Dr. Neville’s research focuses on three interrelated areas: (a) color-blind racial ideology or the systematic set of beliefs that serve to deny or minimize institutional racism; (b) racial identity attitudes, particularly the influence of positive, internalized racial attitudes on wellbeing; and (c) race-related stress. Using multiple designs (e.g., survey, longitudinal, qualitative, vignette) and methods (e.g., self-report, interview, archival/documents), she investigates the ways in which people interpret racial information and the consequences of this interpretation on attitudes and behaviors as well as educational practices that may promote increased racial awareness. She explores questions such as: What factors are related to decreases in color-blind racial beliefs over time? What individual and contextual factors are associated with expressions of color-blind racial beliefs? In what ways do Black individuals develop a sense of racial pride within color-blind racial contexts?

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Publications

Brooks, J., & Neville, H. (2017). Interracial attraction among college men: The influence of ideologies, familiarity and similarity. Journal of Social and Personal Relationships, 34 166-183.

Neville, H., & Cross, W. (2017). Racial awakening: Epiphanies and encounters in Black racial identity. Cultural Diversity and Ethnic Minority Psychology, 23 102-108.

Alvarez, A., Liang, C., & Neville, H. (2016). Contextualizing the cost of racism for people of color: Theory, research, and practice. Washington, DC, USA: American Psychological Association.

Neville, H., Gallardo, M., & Dearld Wing, S. (2016). The myth of racial color blindness: Manifestation, dynamics, and impact. Washington, DC, USA: American Psychological Association.

Liao, H., Spanierman, L., Harlow, A., & Neville, H. (2017). Do Parents Matter? Examination of White College Students’ Intergroup Experiences and Attitudes. The Counseling Psychologist, 45 (2), 193-212.

Neville, H., Hoang, T., & Brown, A. (2016). Affirming Blackness: Racial identity from racial color-blindness to critical consciousness Meaning-making, internalized racism, and African American identity New York, NY, USA: SUNY Press.

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.

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.

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.

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.

Neville, H., Viard, B., & Turner, L. (2014). Race and recognition: Pathways to an affirmative Black racial identity. Journal of Black Psychology, (Online First), 25.

French, B., Lewis, J., & Neville, H. (2013). Black girls' and women's resistance strategies. ( 1 ed vol. 17,). USA: Special issue, Journal of African American Studies.

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.

Sue, D., Gallardo, M., & Neville, H. (2013). Case studies in multicultural counseling. Hoboken New Jersey: John Wiley & Sons.

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.

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.

Neville, H., & Spanierman, L. (2012). Preventing racial injuries, promoting racial justice. The Oxford Handbook of Prevention in Counseling Psychology ( pp. 476-490). New York: Oxford University Press.

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.  link >

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. (2010). Implementing diversity: Contemporary challenges and best practices at predominantly white universities Illinois: Center on Democracy in a Multiracial Society.

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.

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.

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). Race struggles Champaign, IL: University of Illinois Press.

Neville, H. (2009). Rationalizing the racial order: Racial color-blindness as a legitimizing ideology. Race struggles ( pp. 115-133). Champaign, IL: University of Illinois Press.

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.

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 CA: SAGE Press.

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., 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., & 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., 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 ( 2nd ed pp. 257-288). Newbury Park, CA: Sage.

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.

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.

Thompson, C., & Neville, H. (1999). Racism, mental health, and mental health practice. Monograph. The Counseling Psychologist, 27 155-223.

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Presentations

Color-blind racial ideology: Theory, research, and practice (2013). Palo Alto University.

Intersection of gender and sexuality on Black transnational racial identities. In J. A. Lewis (Chair), Intersectionality research in psychology: Applications of black feminist and critical race theori (2013).: Houston, TX.

New developments in color-blind racial ideology research. In H. A. Neville (chair), Distorted lens—Colorblind racial ideology across space, clinical practice, and measurement (2012).: Miami, FL.

Racial awakenings: Epiphanies in Black racial identity. In H. A. Neville Transformations in blackness: New directions in racial consciousness research (2012).: Miami, FL.

Transforming the view: Research and practice in promoting color-consciousness (2012).

White students' racial affect: Are antiracist Whites different than their non-antiracist peers? (2012).: New York, NY.

Microaggressions and Social Identities: Race, Gender, Sexual Orientation, and Disability (2011).: Washington, DC.

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Grants

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

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Service

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

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

2007 National Multicultural Summit and Conference Coordinator American Psychological Association, 2004 - 2007

Editorial Board Member Journal of Black Psychology, 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

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Courses

Tanzania Study Abroad (EDUC 499) This course will serve as a foundation for your education abroad experience. The class will center on the experience of travel as it relates to education - your own education, the education systems and policies you encounter, as well as your prospective role as a future educator. This course will introduce comparative education inquiry and provide space to consider the cultural, political, and ethical implications of engaging in education travel and research in cross-cultural, global contexts. 0 to 3 undergraduate hours. 0 to 4 graduate hours. Approved for Letter and S/U grading. May be repeated if topics vary.

Counseling Psych/Ethics ProSem (EPSY 510) Introduction to and critical examination of applied issues within the discipline of counseling psychology. A review of (a) the historical development of counseling psychology, (b) psychologists' professional code of ethics, and (c) major psychotherapy theories and interventions. Issues of race, class, gender, and diversity more broadly are integrated throughout the course.

Multicultural Counseling (EPSY 515) Overview of multicultural counseling theory, empirical research, and practice; includes didactic as well as experiential learning components. The goal of the course is to enhance students' multicultural counseling competencies, with regard to developing: (a) appropriate knowledge of specific cultural groups and sociopolitical issues, (b) cultural self-awareness, and (c) multiculturally relevant intervention skills. May not be repeated for credit.

Advanced Seminar in Educ Psyc (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. 0 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated to a maximum of 8 hours in the same or separate semesters, if topics vary.

Internship (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. 0 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated to a maximum of 8 hours in the same or separate semesters, if topics vary.

Multicult Issues in Research (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. 0 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated to a maximum of 8 hours in the same or separate semesters, if topics vary.

Multicultural Iss in Research (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. 0 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated to a maximum of 8 hours in the same or separate semesters, if topics vary.

Special Topics in Couns Psyc (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. 0 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated to a maximum of 8 hours in the same or separate semesters, if topics vary.

Special Topics in Couns Psych (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. 0 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated to a maximum of 8 hours in the same or separate semesters, if topics vary.

Neville, Helen

Professor, Educational Psychology

Contact

Office

188F Education Building
1310 S. Sixth St.
Champaign, IL 61820

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