Naturally occurring mentoring relationships, interchangeably referred to as organic mentorships, have been defined as an emotional bond between a youth and nonparental adult, who provides support and guidance to the youth as a result of the relationship being developed without the assistance of a program designed to foster such connection among youth and adults (DuBois & Karcher, 2005). Natural mentors, or important nonparental adults who youth encounter through their existing social networks, are an important resource for at-risk Latino/a youth as they transition to adulthood. Natural mentoring research to date has primarily investigated the presence or absence of a mentoring relationship and its affect on youth outcomes. An extensive, exploratory, qualitative method was employed to analyze specific relationship qualities and processes among high-risk Latino/a youth and their adult natural mentors. Eight Latino/a youth individuals (3 females and 5 males) and three adult mentors (1 female and 2 males) participated in the study. The results indicated that both youth and adult participants had individual characteristics that promoted and supported the connectedness and emotional bond in their natural mentoring relationships. Furthermore, the findings implied that bonding through shared life experiences and the mentor altering the relationship according to the needs of the youth could help cultivate long-lasting and meaningful relationships for high-risk Latino/a youth and their natural adult mentors. Several domains and core ideas emerged, which are consistent with the previous theoretical literature, as well as some new findings.

The “chameleon experience,” or the phenomenon of fitting in with different ethnoracial groups, has been suggested to be a common occurrence for multiracial individuals, however, has not been fully studied in the field of psychology. It has yet to be determined what or how the chameleon experience functions for multiracial people and how it impacts this population. This study explored the “chameleon experience” in order to gain a deeper understanding of the process and its influence on multiracial individuals. The study included qualitative interviews with twelve self-identified multiracial participants who reported having experienced changing their behavior in order to fit in with different ethnoracial groups. CQR analysis approach revealed three domains (Fitting-in, Not Fitting-in, and the Impact of Blending-in), fifteen categories, and ten subcategories. Results included Strategies to fit-in, Experiences of Marginalization, as well as moments of Empowerment, Disidentification, and Consciousness. Limitations and future directions for practice and research are discussed.

The following study is a qualitative exploration of the phenomenon of psychological thriving associated with participation in Chicanx Studies academic programs. The study employed transcendental phenomenology (Moustakas, 1994) as a methodology to understand textural (“what”) and structural (“how”) factors relating to psychological and, subsequent, academic gains. Seven participants engaged in a three-phase multi-method study. Data was collected through an initial semi-structured interview, a phase of text message exchanges during the marking period of a CS course, and a final exit interview. Results clustered around four textural themes (challenges, gains, support, and goals) and four structural themes (professors, curriculum, peers, and environment). These themes generated a basic conceptual model suggesting that students engaging with the CS environment experience positive academic adjustment built upon a foundation of psychological thriving. Limitations, future directions, and recommendations are also discussed.

Coming out—or disclosing one’s sexual orientation identity—is seen as a critical component in gay identity development (see Cass, 1979), and is most often conceptualized as an act of verbal disclosure. Indeed, research indicates that verbal disclosure has positive and adaptive benefits for the mental health of gay men (e.g., Vaughan & Waehler, 2010). However, given the Euro-centric focus of mainstream research on gay identity processes (e.g., Han, 2009), verbal disclosure may not be applicable to gay Latino men; being gay and an ethnic minority may produce a different experience concerning coming out. For example, Rust (2003) details how verbal disclosure may put gay men of color at odds with their ethnic community and familial support networks, producing a need for a nonverbal disclosure strategy to maintain harmony or as a sign of respect.

This study examined how practicing early career psychologists (ECPs) rated the well-being of a fictional gay Latino client who utilized a nonverbal disclosure strategy when compared to a client utilizing a verbal disclosure strategy and a client actively concealing his gay identity. Relationships between training and clinical experiences and outcome ratings of a client utilizing a nonverbal disclosure strategy were also explored. Results demonstrated that clinicians endorsed issues related to coming out as significantly more salient for a client utilizing a nonverbal strategy than a verbal strategy. Additionally, there was no significant difference between ratings of a client utilizing a nonverbal strategy and actively concealing his gay identity. Further results indicated that among clinicians who read about a client utilizing a nonverbal strategy, self-reported feelings of preparedness to work with diverse clients and clinical experience with gay clients of color positively influenced endorsing issues related to coming out as salient for this client. More clinical experience with Latina/o clients and a graduate training environment receptive to multicultural concerns were related to less endorsement of coming out issues for a client practicing a nonverbal disclosure strategy.

These results reflect the dominant narrative of gay identity disclosure as clinicians viewed nonverbal disclosure as more of an identity concealment strategy than a disclosure strategy. This may then lead clinicians to encourage a client who has nonverbally disclosed to verbally disclose without fully taking into account a client’s cultural context. Various factors related to clinical experience and training may also impact how clinicians conceptualize a nonverbal disclosure strategy, which allude to the need for more research on different intersections of identity and their incorporation into multicultural training. Future work may continue to expand in order to understand how other gay people of color communities disclose a gay identity.