What kind of research is designed to examine racial and ethnic groups within a given culture?

Submission Guidelines

Prior to submission, please carefully read and follow the submission guidelines detailed below. Manuscripts that do not conform to the submission guidelines may be returned without review.

Frequently Asked Questions for Cultural Diversity & Ethnic Minority Psychology

Submission

Please submit manuscripts electronically through the Manuscript Submission Portal in Microsoft Word or Open Office format.

Prepare manuscripts according to the Publication Manual of the American Psychological Association using the 7th edition. Manuscripts may be copyedited for bias-free language (see Chapter 5 of the Publication Manual). APA Style and Grammar Guidelines for the 7th edition are available.

Submit Manuscript

General correspondence may be directed to the editor's office.

Cultural Diversity & Ethnic Minority Psychology® seeks to advance the psychological science of culture, ethnicity, and race through the publication of empirical research, as well as theoretical, conceptual, and integrative review articles that will stimulate further empirical research, on basic and applied psychological issues relevant to racial and ethnic groups that have been historically subordinated, underrepresented, or underserved.

Especially welcome are articles that:

• contribute to the psychological understanding of issues related to culture, race, and ethnicity through theory-driven or community-driven research. These issues may include (but are not limited to) developmental processes, family relationships, intergroup relations, mental health and well-being, disparities in mental health, health, and education/employment, and treatment and intervention;
• involve new, innovative or underutilized research and statistical methods and paradigms. These approaches may include development or cultural adaptation of psychological measures, laboratory experiments, community-based participatory research, meta-analyses, mixed-methods and qualitative, longitudinal, cross-national, and biological and genetic approaches;
• apply psychological science to the education and training of psychologists in matters regarding persons from diverse cultural, racial, and ethnic backgrounds, including delivery of evidence-based interventions to racial and ethnic groups that have been underrepresented and underserved; and
• critique and promote better science, public policy, and service delivery through appropriate application of psychological theory and research on culture, ethnicity, and race. These articles may involve new theory or conceptualization and integrative reviews.

Cultural Diversity & Ethnic Minority Psychology is now using a software system to screen submitted content for similarity with other published content. The system compares the initial version of each submitted manuscript against a database of 50+ million scholarly documents, as well as content appearing on the open web. This allows APA to check submissions for potential overlap with material previously published in scholarly journals (e.g., lifted or republished material).

Types of articles

Multi-study papers

Multi-study reports involve quantitative and qualitative research with two or more studies using different samples. Multi-study papers are more integrative in nature and provide a strong theoretical and empirical contribution to the literature. Manuscripts are limited to 10,000 words of text, including abstract, though shorter manuscripts are strongly encouraged. The word limit does not include reference pages, tables, and figures. Manuscript longer than 10,000 words need to be approved by the editor prior to submission and must make a truly outstanding contribution.

Single-study reports

Single-study reports of quantitative and qualitative research are between 4,000 and 6,000 words of text (including abstract). The word limit does not include reference pages, tables, and figures. Theoretical, conceptual, and integrative review manuscripts also must adhere to this word limit.

Brief Reports

Brief Reports are between 2,000 and 3,000 words of text (including abstract). The word limit does not include reference pages, tables, and figures.

Submissions involving pilot data findings, replication of published study findings, psychometric investigations of culture-specific measures, or substantial cultural adaptation of existing measures are most suitable for brief reports. Mere translation and validation of existing psychological measures that are not culture-specific are not appropriate for the journal.

Registered Reports

In addition to full-length research papers reporting novel findings, the journal publishes registered reports, negative findings, replications, commentaries and reviews. Preregistration of replication studies is strongly recommended, but not required.

Registered Reports require a two-step review process. The first step is the submission of the registration manuscript. This is a partial manuscript that includes hypotheses, rationale for the study, experimental design, and methods. The partial manuscript will be reviewed for significance and methodological approach.

If the partial manuscript is accepted, this amounts to provisional acceptance of the full report regardless of the outcome of the study. The full manuscript will receive rapid editorial review, for adherence to the preregistered design, and expedited production for publication in the journal.

Special issue and section protocol

Cultural Diversity & Ethnic Minority Psychology welcomes proposals for special issues or sections that address a substantive area in the psychological study of culture, ethnicity, and race.

The editorial team will collectively review and approve all proposals. An Associate Editor will serve as the action editor for all special issues/sections and work closely with the guest editor(s) of the special issue/section.

In addition, the journal editorial team (composed of the editor and associate editors) will initiate special issues and sections to address gaps in the literature. In these instances, a call for papers will be announced and widely distributed to solicit manuscripts.

Authors wishing to submit a proposal for a special issue or section should submit the following to the editor.

Proposals must include the following information in this order.

• Clearly describe the topic or theme for the special issue/section and a rationale for why the special issue/section is needed right now. Be sure to articulate how it is directly related to the advancement of the psychological study of culture, ethnicity, and race. This description should be no longer than 2 paragraphs or 1 page.
• Briefly explain whether the solicited or accepted papers will be empirical or integrative reviews. A collection of position papers is strongly discouraged unless they include empirical data or integrative reviews. Empirical papers will be given a higher priority as well. Only one commentary by a distinguished expert in the field is allowed for a special issue/section.
• Denote whether it will be a special issue or special section. Special sections (approximately 6–7 papers) are preferred, especially if contributing authors and papers are already identified.
• Specify whether the papers are still to be invited through an open call or whether it is a set of proposed papers that have already been identified. Provide a rationale for either approach.
  • If a call for papers, provide the actual call for papers announcement that will be distributed. Provide examples of how proposals will be solicited, reviewed, and selected.
  • If a set of proposed papers, provide the titles, authors, and abstracts.
  • If a commentary is part of the special issue/section, provide the name and affiliation of the commentator, including areas of expertise.
• Provide the name and contact of the proposed guest editor, as well as a brief description of the person's qualifications to serve in this capacity. All guest editors will work with the assigned associate editor, who will make the final editorial decisions.
• Provide a timeline for the special issue/section, including solicitation dates, submission due dates, review and revision completion deadlines, and publication target date.
• A list of potential reviewers and some information on their areas of expertise.

Peer review

Because Cultural Diversity & Ethnic Minority Psychology uses an anonymous peer-review process, authors' names and affiliations should appear only on the title page of the manuscript.

Style of manuscripts

When providing racial or ethnic designations, please use initial capital letters. Webster's New World Dictionary of American English, 3rd College Edition, is the accepted source for spelling. Define unusual abbreviations at the first mention in the text.

The text should be written in a uniform style, and its contents as submitted for consideration should be deemed by the author to be final and suitable for publication.

Please highlight all changes made in revised manuscripts in yellow.

Author contributions statements using CRediT

The APA Publication Manual (7th ed.) stipulates that "authorship encompasses…not only persons who do the writing but also those who have made substantial scientific contributions to a study." In the spirit of transparency and openness, Cultural Diversity & Ethnic Minority Psychology has adopted the Contributor Roles Taxonomy (CRediT) to describe each author's individual contributions to the work. CRediT offers authors the opportunity to share an accurate and detailed description of their diverse contributions to a manuscript.

Submitting authors will be asked to identify the contributions of all authors at initial submission according to this taxonomy. If the manuscript is accepted for publication, the CRediT designations will be published as an Author Contributions Statement in the author note of the final article. All authors should have reviewed and agreed to their individual contribution(s) before submission.

CRediT includes 14 contributor roles, as described below:

• Conceptualization : Ideas; formulation or evolution of overarching research goals and aims.
• Data curation : Management activities to annotate (produce metadata), scrub data and maintain research data (including software code, where it is necessary for interpreting the data itself) for initial use and later re-use.
• Formal analysis : Application of statistical, mathematical, computational, or other formal techniques to analyze or synthesize study data.
• Funding acquisition : Acquisition of the financial support for the project leading to this publication.
• Investigation : Conducting a research and investigation process, specifically performing the experiments, or data/evidence collection.
• Methodology : Development or design of methodology; creation of models.
• Project administration : Management and coordination responsibility for the research activity planning and execution.
• Resources : Provision of study materials, reagents, materials, patients, laboratory samples, animals, instrumentation, computing resources, or other analysis tools.
• Software : Programming, software development; designing computer programs; implementation of the computer code and supporting algorithms; testing of existing code components.
• Supervision : Oversight and leadership responsibility for the research activity planning and execution, including mentorship external to the core team.
• Validation : Verification, whether as a part of the activity or separate, of the overall replication/reproducibility of results/experiments and other research outputs.
• Visualization : Preparation, creation and/or presentation of the published work, specifically visualization/data presentation.
• Writing — original draft : Preparation, creation and/or presentation of the published work, specifically writing the initial draft (including substantive translation).
• Writing — review & editing : Preparation, creation and/or presentation of the published work by those from the original research group, specifically critical review, commentary or revision — including pre- or post-publication stages.

Authors can claim credit for more than one contributor role, and the same role can be attributed to more than one author.

Title page

The title page should contain the complete title of the manuscript, names and affiliations of all authors, institution(s) at which the work was performed, and name, address, telephone and fax numbers of the author responsible for correspondence.

Please include the word count of the text and abstract.

Authors should also provide a short title of not more than 45 characters (including spaces), and up to 5 key words, that will highlight the subject matter of the article.

Abstract and keywords

All manuscripts must include an abstract containing a maximum of 250 words typed on a separate page. For commentaries and special section/issue introductions, the abstract is limited to 150 words. For research and review articles, the abstract is limited to 250 words and the following headings are required:

• Objectives: Study aims or hypotheses. The abstract must begin with this heading (i.e., no sentences should precede the objectives heading)
• Methods : Sample description (including size, race or ethnicity, gender, average age) and research design
• Results: Results that pertain to study aims or hypotheses
• Conclusions: Implication of findings
• After the abstract, please supply up to five keywords or brief phrases. Phrases are limited to three words maximum.

Public significance statements

Authors submitting manuscripts to Cultural Diversity & Ethnic Minority Psychology are required to provide 2–3 brief sentences regarding the public significance of the study or meta-analysis described in their paper.

This description should be included within the manuscript on the abstract/keywords page. It should be written in language that is easily understood by both professionals and members of the lay public.

When an accepted paper is published, these sentences will be boxed beneath the abstract for easy accessibility.

All such descriptions will also be published as part of the table of contents, as well as on the journal's web page. This policy is in keeping with efforts to increase dissemination and usage by larger and diverse audiences.

Examples of these 2–3 sentences include the following:

• "It has been suggested that when people read words, they think of the images and sensations that are linked to that word. That idea was supported by the results of this study, which showed that people seemed to think of words' visual and sensory characteristics, even though they were not required to do so."
• "Different countries have different systems of math education. The basic arithmetic concepts of adults educated in China and Canada were compared. The adults educated in China had stronger knowledge of arithmetic than did the adults educated in Canada, likely due to differences in the way math concepts are taught."
• "People tend to remember words better after reading them aloud than after reading them silently. The reasons for this production effect were examined, and results suggested that there are multiple explanations: saying words aloud seems to make them more distinctive and also seems to store them more effectively in memory."

To be maximally useful, these statements of public significance should not simply be sentences lifted directly from the manuscript. They are meant to be informative and useful to any reader. They should provide a bottom-line, take-home message that is accurate and easily understood. In addition, they should be able to be translated into media-appropriate statements for use in press releases and on social media.

Prior to final acceptance and publication, all public significance statements will be carefully reviewed to make sure they meet these standards. Authors will be expected to revise statements as necessary.

Journal Article Reporting Standards

Authors are to adhere to the APA Style Journal Article Reporting Standards (JARS) for quantitative, qualitative, and mixed methods research. Updated in 2018, the standards offer ways to improve transparency in reporting to ensure that readers have the information necessary to evaluate the quality of the research and to facilitate collaboration and replication. The new JARS:

• recommend the division of hypotheses, analyses and conclusions into primary, secondary and exploratory groupings to allow for a full understanding of quantitative analyses presented in a manuscript and to enhance reproducibility;
• offer modules for authors reporting on N-of-1 designs, replications, clinical trials, longitudinal studies and observational studies, as well as the analytic methods of structural equation modeling and Bayesian analysis; and
• include guidelines on reporting on registration (including making protocols public); participant characteristics, including demographic characteristics; inclusion and exclusion criteria; psychometric characteristics of outcome measures and other variables; and planned data diagnostics and analytic strategy.

JARS-Qual are of use to researchers using qualitative methods like narrative, grounded theory, phenomenological, critical, discursive, performative, ethnographic, consensual qualitative, case study, psychobiography, and thematic analysis approaches. The guidelines focus on transparency in quantitative and mixed methods reporting, recommending descriptions of how the researcher's own perspective affected the study as well as the contexts in which the research and analysis took place.

Participant description and informed consent

The method section of each empirical report must contain a detailed description of the study participants, including (but not limited to) the following:

• age
• gender
• ethnicity
• nativity or immigration history
• SES
• clinical diagnoses and comorbidities (as appropriate)
• any other relevant demographics (e.g., sexual orientation)

The method section also must include a statement describing how informed consent was obtained from the participants (or their parents/guardians) and indicate that the study was conducted in compliance with an appropriate Internal Review Board.

Manuscripts that report on clinical trials using randomized controlled trial designs must include as a figure the CONSORT flow diagram which displays the progress of all participants through the trial. Additionally, authors should follow the 25-item CONSORT checklist when writing the study methods and results. The CONSORT flow diagram and checklist are located on the CONSORT website.

Update: Authors must be sure to report study participant characteristics related to socioeconomic status (SES). SES demographic characteristics allow researchers and journal readers to properly contextualize and interpret research findings. We recognize that there is no standard definition or measurement criteria for SES and related indicators (e.g., social class, income, education, occupation), but authors must document SES demographic characteristics to the best extent possible in their manuscript submission. Additionally, authors are strongly encouraged to incorporate such demographics in future research studies and to take these factors into consideration when developing research questions, conducting analyses, and interpreting results.

For reference, authors are encouraged to read the following article on SES conceptualization and measurement: Diemer, M., Mistry, R., Wadsworth, M., Lopez, I., & Reimers, F. (2013). Best practices in conceptualizing and measuring social class in psychological research. Analyses of Social Issues and Public Policy, 13, 77-113. doi:10.1111/asap.12001.

When providing racial or ethnic designations, please follow APA's language guidelines. See the Publication Manual of the American Psychological Association (APA, 2001, pp. 75–76). Use initial capital letters (i.e., Black and White instead of black and white). Do not use the term Caucasian when describing Whites or people of European descent. Manuscripts using the term Caucasian will be returned without review until the correction is made. Authors are encouraged to review Thomas Teo's article, "Psychology Without Caucasians" (2009, Canadian Psychology, Vol. 50, pp. 91–97) for more information on the use of racial descriptors.

Constraints on generality

In a subsection of the discussion titled "Constraints on generality," authors should include a detailed discussion of the limits on generality (see Simons, Shoda, & Lindsay, 2017). In this section, authors should detail grounds for concluding that results are specific to characteristics of the participants and address limits on generality not only for participants but for materials, procedures, and context. They should also specify which methods the authors think could be varied without affecting the result and which should remain constant.

Measures, study design, and data analysis

The Method section of empirical reports must contain a sufficiently detailed description of the measures used so that the reader understands the item content, scoring procedures, and total scores or subscales. Evidence of reliability and validity with similar populations should be provided.

The policy of Cultural Diversity & Ethnic Minority Psychology is to publish papers where authors follow standards for disclosing key aspects of the research design and data analysis. Authors are encouraged to review the standards available for many research applications from //www.equator-network.org/ and use those that are relevant for the reported research applications.

Statistical reporting of effect size and confidence intervals

We now require that authors report means and standard deviations for all continuous study variables and the effect sizes for the primary study findings. Note that the Publication Manual of the American Psychological Association (APA, 2001, pp. 25–26) emphasizes the importance of reporting effect sizes in addition to the usual tests of statistical significance.

Effect sizes, or similar statistics such as "goodness-of-fit" indicators for structural equation modeling, can be generated by most statistical packages that are used in the behavioral sciences. If effect sizes are not available for a particular test, then authors should convey this in their cover letter at the time of submission.

Citations in the text

In the text, references should be cited by the name and date system. Both names are cited for a work with two authors. When a work has fewer than six authors, cite all names the first time the reference in the text appears; subsequent citations should only cite the first author's name, followed by "et al." When a work has six or more authors, cite only the first author's surname, followed by "et al." Refer to the following citation examples.

• in a similar case study, Haley (1973) utilized…
• one authority (Green, 1991) suggested…

Data citation

All data, program code and other methods must should be appropriately cited. Such materials should be recognized as original intellectual contributions and afforded recognition through citation.

• All data sets and program code used in a publication should be cited in the text and listed in the reference section.
• References for data sets and program code should include a persistent identifier, such as a Digital Object Identifier (DOI). Persistent identifiers ensure future access to unique published digital objects, such as a text or data set. Persistent identifiers are assigned to data sets by digital archives, such as institutional repositories and partners in the Data Preservation Alliance for the Social Sciences (Data-PASS).
• Data set citation example:

Alegria, M., Jackson, J. S., Kessler, R. C., & Takeuchi, D. (2016). Collaborative Psychiatric Epidemiology Surveys (CPES), 2001–2003 [Data set]. Inter-university Consortium for Political and Social Research. //doi.org/10.3886/ICPSR20240.v8

References

List references in alphabetical order. Each listed reference should be cited in text, and each text citation should be listed in the references section.

Examples of basic reference formats:

Journal article

McCauley, S. M., & Christiansen, M. H. (2019). Language learning as language use: A cross-linguistic model of child language development. Psychological Review, 126(1), 1–51. //doi.org/10.1037/rev0000126

Authored book

Brown, L. S. (2018). Feminist therapy (2nd ed.). American Psychological Association. //doi.org/10.1037/0000092-000

Chapter in an edited book

Balsam, K. F., Martell, C. R., Jones. K. P., & Safren, S. A. (2019). Affirmative cognitive behavior therapy with sexual and gender minority people. In G. Y. Iwamasa & P. A. Hays (Eds.), Culturally responsive cognitive behavior therapy: Practice and supervision (2nd ed., pp. 287–314). American Psychological Association. //doi.org/10.1037/0000119-012

Publications policies

APA policy prohibits an author from submitting the same manuscript for concurrent consideration by two or more publications.

See also APA Journals® Internet Posting Guidelines.

APA requires authors to reveal any possible conflict of interest in the conduct and reporting of research (e.g., financial interests in a test or procedure, funding by pharmaceutical companies for drug research).

• Download Disclosure of Interests Form (PDF, 38KB)

Authors of accepted manuscripts are required to transfer the copyright to APA.

• For manuscripts not funded by the Wellcome Trust or the Research Councils UK
  Publication Rights (Copyright Transfer) Form (PDF, 83KB)
• For manuscripts funded by the Wellcome Trust or the Research Councils UK
  Wellcome Trust or Research Councils UK Publication Rights Form (PDF, 34KB)

In addition to the publication policies applicable to all APA journal articles, Cultural Diversity & Ethnic Minority Psychology requires that all identifying details regarding the client(s) / patient(s), including but not limited to name, age, race, occupation, and place of residence, be altered to prevent recognition.

If a manuscript includes excerpts from transcripts of therapy sessions, you must obtain a signed release authorizing publication of the transcript from the client. Because the identity of patients may be confidential, we ask that you do not submit the signed release forms with the manuscript; you must, however, retain the signed release forms for your files.

All statements in, or omissions from, published manuscripts are the responsibility of authors, who will be asked to review proofs prior to publication.

Reprint order forms will be sent with the page proofs. No page charges will be levied against authors or their institutions for publication in the journal.

Data, analytic methods (code), and research materials transparency

The policy of Cultural Diversity & Ethnic Minority Psychology is to publish papers where authors indicate whether the data, methods used in the analysis, and materials used to conduct the research will be made available to any researcher for purposes of reproducing the results or replicating the procedure.

Authors must, in the author note and at the end of the method section, indicate whether they will or will not make their data, analytic methods, and study materials available to other researchers. If an author agrees to make materials available, the author must specify where that material will be available. If an author does not make data, methods, and materials publicly available, the authors should note their ethical or legal reasons for not doing so and are expected to abide by APA's data preservation policies, specified below under "Ethical Principles."

Authors must disclose any prior uses of data reported in the manuscript in the author note and in the cover letter, which should include a complete reference list of these articles as well as a description of the extent and nature of any overlap between the present submission and the previous work.

Authors must disclose all sources of financial support for the conduct of the research (e.g., "This research was supported by NIDA grant X"). If the funding source was involved in any other aspects of the research (e.g., study design, analysis, interpretation, writing), then clearly state the role. If the funding source had no other involvement other than financial support, then simply state that the funding source had no other role other than financial support. Also provide a conflict-of-interest statement disclosing any real or potential conflict(s) of interest, including financial, personal, or other relationships with other organizations or companies that may inappropriately impact or influence the research and interpretation of the findings. If there are no conflicts of interest, this should be clearly stated.

If the manuscript has been posted to a preprint archive, include a link to the preprint.

Open science badges

All authors publishing in Cultural Diversity & Ethnic Minority Psychology may apply for open science badges. Introduced in 2013 by the Center for Open Science's Open Science Framework, these badges may be awarded to authors for making data or materials public or for preregistering their studies. Meant to encourage the sharing of data and materials, as well as pre-registration of studies and analysis plans, these badges are digital objects associated with journal articles and are available in four types:

In addition, notations may be added to badges or open practices notes to indicate, for example, that an analysis plan was registered before the observation of outcomes (DE, Data Exist) or that there were strongly justified changes to an analysis plan (TC, Transparent Changes).

For all badges, items must be made available on an open-access repository with a persistent identifier — and in a format that is time-stamped, immutable, and permanent. For the preregistered badge, this is an institutional registration system (e.g., ClinicalTrials.gov, Open Science Framework, and so on).

Data and materials must be made available under an open license allowing others to copy, share, and use the data, with attribution and copyright as applicable. At submission, authors must confirm that criteria have been fulfilled in a signed badge disclosure form (PDF, 33KB) that must be submitted as supplemental material.

If all criteria are met as confirmed by the editor, the form will then be published with the article as supplemental material.

Authors should also note their eligibility for the badge(s) in the cover letter.

Authors must, in acknowledgments or the first footnote, indicate if they did or did not preregister the research with or without an analysis plan in an independent, institutional registry.

If an author did preregister the research with an analysis plan, the author must:

• Confirm in the text that the study was registered prior to conducting the research with links to the time-stamped preregistrations at the institutional registry, and that the preregistration adheres to the disclosure requirements of the institutional registry or those required for the preregistered badge with analysis plans maintained by the Center for Open Science.
• Report all preregistered analyses in the text, or, if there were changes in the analysis plan following preregistration, those changes must be disclosed with explanation for the changes.
• Clearly distinguish in text analyses that were preregistered from those that were not, such as having separate sections in the results for confirmatory and exploratory analyses.

Replication studies

The policy of Cultural Diversity & Ethnic Minority Psychology is to encourage submission of replication studies, particularly of research published in this journal.

Manuscript preparation

Review APA's Journal Manuscript Preparation Guidelines before submitting your article.

If your manuscript was mask reviewed, please ensure that the final version for production includes a byline and full author note for typesetting.

APA Ethical Principles state that authors should "take responsibility and credit, including authorship credit, only for work they have actually performed or to which they have substantially contributed" and that authorship should "accurately reflect the relative scientific or professional contributions of the individuals involved" (Standard 8.12). Each submitted manuscript must include a paragraph (not included in the word count), after the body of the main text and before any acknowledgments, that states each author's contribution.

Double-space all copy. Other formatting instructions, as well as instructions on preparing tables, figures, references, metrics, and abstracts, appear in the Manual. Additional guidance on APA Style is available on the APA Style website.

Below are additional instructions regarding the preparation of display equations, computer code, and tables.

Display equations

We strongly encourage you to use MathType (third-party software) or Equation Editor 3.0 (built into pre-2007 versions of Word) to construct your equations, rather than the equation support that is built into Word 2007 and Word 2010. Equations composed with the built-in Word 2007/Word 2010 equation support are converted to low-resolution graphics when they enter the production process and must be rekeyed by the typesetter, which may introduce errors.

To construct your equations with MathType or Equation Editor 3.0:

• Go to the Text section of the Insert tab and select Object.
• Select MathType or Equation Editor 3.0 in the drop-down menu.

If you have an equation that has already been produced using Microsoft Word 2007 or 2010 and you have access to the full version of MathType 6.5 or later, you can convert this equation to MathType by clicking on MathType Insert Equation. Copy the equation from Microsoft Word and paste it into the MathType box. Verify that your equation is correct, click File, and then click Update. Your equation has now been inserted into your Word file as a MathType Equation.

Use Equation Editor 3.0 or MathType only for equations or for formulas that cannot be produced as Word text using the Times or Symbol font.

Computer code

Because altering computer code in any way (e.g., indents, line spacing, line breaks, page breaks) during the typesetting process could alter its meaning, we treat computer code differently from the rest of your article in our production process. To that end, we request separate files for computer code.

In online supplemental material

We request that runnable source code be included as supplemental material to the article. For more information, visit Supplementing Your Article With Online Material.

In the text of the article

If you would like to include code in the text of your published manuscript, please submit a separate file with your code exactly as you want it to appear, using Courier New font with a type size of 8 points. We will make an image of each segment of code in your article that exceeds 40 characters in length. (Shorter snippets of code that appear in text will be typeset in Courier New and run in with the rest of the text.) If an appendix contains a mix of code and explanatory text, please submit a file that contains the entire appendix, with the code keyed in 8-point Courier New.

Tables

Use Word's insert table function when you create tables. Using spaces or tabs in your table will create problems when the table is typeset and may result in errors.

Academic writing and English language editing services

Authors who feel that their manuscript may benefit from additional academic writing or language editing support prior to submission are encouraged to seek out such services at their host institutions, engage with colleagues and subject matter experts, and/or consider several vendors that offer discounts to APA authors.

Please note that APA does not endorse or take responsibility for the service providers listed. It is strictly a referral service.

Use of such service is not mandatory for publication in an APA journal. Use of one or more of these services does not guarantee selection for peer review, manuscript acceptance, or preference for publication in any APA journal.

Submitting supplemental materials

APA can place supplemental materials online, available via the published article in the PsycArticles® database. Please see Supplementing Your Article With Online Material for more details.

Figures

Graphics files are welcome if supplied as Tiff or EPS files. Multipanel figures (i.e., figures with parts labeled a, b, c, d, etc.) should be assembled into one file.

The minimum line weight for line art is 0.5 point for optimal printing.

For more information about acceptable resolutions, fonts, sizing, and other figure issues, please see the general guidelines.

When possible, please place symbol legends below the figure instead of to the side.

APA offers authors the option to publish their figures online in color without the costs associated with print publication of color figures.

The same caption will appear on both the online (color) and print (black and white) versions. To ensure that the figure can be understood in both formats, authors should add alternative wording (e.g., "the red (dark gray) bars represent") as needed.

For authors who prefer their figures to be published in color both in print and online, original color figures can be printed in color at the editor's and publisher's discretion provided the author agrees to pay:

• $900 for one figure
• an additional $600 for the second figure
• an additional $450 for each subsequent figure

Ethical Principles

It is a violation of APA Ethical Principles to publish "as original data, data that have been previously published" (Standard 8.13).

In addition, APA Ethical Principles specify that "after research results are published, psychologists do not withhold the data on which their conclusions are based from other competent professionals who seek to verify the substantive claims through reanalysis and who intend to use such data only for that purpose, provided that the confidentiality of the participants can be protected and unless legal rights concerning proprietary data preclude their release" (Standard 8.14).

APA expects authors to adhere to these standards. Specifically, APA expects authors to have their data available throughout the editorial review process and for at least 5 years after the date of publication.

Authors are required to state in writing that they have complied with APA ethical standards in the treatment of their sample, human or animal, or to describe the details of treatment.

• Download Certification of Compliance With APA Ethical Principles Form (PDF, 26KB)

The APA Ethics Office provides the full Ethical Principles of Psychologists and Code of Conduct electronically on its website in HTML, PDF, and Word format. You may also request a copy by emailing or calling the APA Ethics Office (202-336-5930). You may also read "Ethical Principles," December 1992, American Psychologist, Vol. 47, pp. 1597–1611.

Other information

Visit the Journals Publishing Resource Center for more resources for writing, reviewing, and editing articles for publishing in APA journals.

Editorial Board

Editor

Su Yeong Kim, PhD
University of Texas, Austin, United States

Associate editors

Germine H. Awad, PhD
University of Texas at Austin, United States

Esther J. Calzada, PhD
University of Texas at Austin, United States

Alex Czopp, PhD
Western Washington University, United States

Linda Juang, PhD
University of Potsdam, Germany

P. Priscilla Lui, PhD
Southern Methodist University, United States

Enrique W. Neblett, Jr., PhD
University of Michigan, United States

Amy West, PhD
University of Southern California, United States

Tamika Zapolski, PhD
Indiana University—Purdue University, United States

Consulting editors

Christopher Aberson, PhD
Humboldt State University, United States

Analia Albuja, PhD
Duke University, United States

Carmela Alcantara, PhD
Columbia University, United States

Nicholas Alt, PhD
California State University, Long Beach, United States

Riana Anderson, PhD
University of Michigan, United States

Brian Armenta, PhD
University of Texas at San Antonio, United States

Maria Arredondo, PhD
University of Texas at Austin, United States

Annabelle Atkin, PhD
Purdue University, United States

Katherine Aumer, PhD
University of Hawai’i—West O’ahu, United States

Sabahat Cigdem Bagci, PhD
Sabanci University, Turkey

Josefina Bañales, PhD
University of Illinois, Chicago, United States

Meeta Banerjee, PhD, MSW
University of South Carolina, United States

R. Gabriella Barajas-Gonzalez, PhD
New York University, United States

Sevgi Bayram-Özdemir, PhD
Örebro University, Sweden

Lana Beasley, PhD
Oklahoma State University, United States

Danielle Beatty Moody, PhD
University of Maryland, Baltimore County, United States

Jodi Berger Cardoso, PhD
University of Houston, United States

Keith V. Bletzer, PhD
Arizona State University, United States

Courtney Bonam, PhD
University of California Santa Cruz, United States

Jordan A. Booker, PhD
University of Missouri, United States

Beth Boyd, PhD
University of South Dakota, United States

Ana Bridges, PhD
University of Arkansas, United States

Elizabeth Brondolo, PhD
St. John's University, United States

Sheretta Butler-Barnes, PhD
Washington University in St. Louis, United States

Christy Byrd, PhD
North Carolina State University, United States

Tissyana Camacho, PhD
California State University, Northridge, United States

Belinda Campos, PhD
University of California, Irvine, United States

Miguel Angel Cano, PhD
Florida International University, United States

Cristalis Capielo Rosario, PhD
Arizona State University, United States

Fiorella L. Carlos Chavez, PhD
Arizona State University, United States

Rona Carter, PhD
University of Michigan, United States

Sierra Carter, PhD
Georgia State University, United States

Bettina Casad, PhD
University of Missouri, St. Louis, United States

Brittany Cassidy, PhD
University of North Carolina, Greensboro, United States

Yesenia Castro, PhD
University of Texas at Austin, United States

David H. Chae, PhD
Tulane University, United States

Doris F. Chang, PhD
New York University, United States

Janet Chang, PhD
West Chester University of Pennsylvania, United States

Denise Chavira, PhD
University of California, Los Angeles, United States

Chuansheng Chen, PhD
University of California, Irvine, United States

Stephen Chen, PhD
Wellesley College, United States

Hsiu-Lan Cheng, PhD
University of San Francisco, United States

Andrew Young Choi, PhD
University of Hawai’i at Mānoa, United States

N. Keita Christophe, PhD
Wake Forest University, United States

Ashley Cole, PhD
Oklahoma State University, United States

Erin Cooley, PhD
Colgate University, United States

David Cordova, PhD
University of Michigan, United States

Rebecca Covarrubias, PhD
University of California Santa Cruz, United States

Lisa Crockett, PhD
University of Nebraska, Lincoln, United States

Rick Anthony Cruz, PhD
Arizona State University, United States

Kimberly D’Anna-Hernandez, PhD
Marquette University, United States

Regine Debrosse, PhD
McGill University, Canada

Juan Del Toro, PhD
University of Pittsburgh, United States

Melissa Yvette Delgado, PhD
University of Arizona, United States

Frank Dillon, PhD
Arizona State University, United States

Dante Dixson, PhD
Michigan State University, United States

Stacey Doan, PhD
Claremont McKenna College, United States

Tessa Dover, PhD
Portland State University, United States

Han Du, PhD
University of California, Los Angeles, United States

Anna Epperson, PhD
University of California, Merced, United States

Gail M. Ferguson, PhD
University of Minnesota, United States

Jessica Fish, PhD
University of Maryland at College Park, United States

Fenella Fleischmann, PhD
University of Amsterdam, Netherlands

Melissa Flores, PhD
University of Arizona, United States

Ken Fujimoto, PhD
Loyola University Chicago, United States

Sarah Gaither, PhD
Duke University, United States

James García, PhD
University of La Verne, United States

Luz Garcini, PhD
University of Texas Health Science Center–San Antonio, United States

Noni Gaylord-Harden, PhD
Texas A&M University, United States

Maria Gendron, PhD
Yale University, United States

Melinda Gonzales-Backen, PhD
Florida State University, United States

John Gonzalez, PhD
Bemidji State University, United States

Janelle Goodwill, PhD
University of Chicago, United States

Dorainne Green, PhD
Indiana University, Bloomington, United States

Timothy Grigsby, PhD
University of Nevada, Las Vegas, United States

Lauren Gulbas, PhD
University of Texas at Austin, United States

Angelica S. Gutierrez, PhD
Loyola Marymount University, United States

Nao Hagiwara, PhD
Virginia Commonwealth University, United States

Hyeouk Chris Hahm, PhD
Boston University, United States

Lori Hoggard, PhD
Rutgers University—New Brunswick, United States

Elan Hope, PhD
North Carolina State University, United States

Gabriel Horenczyk, PhD
The Hebrew University of Jerusalem, Israel

Yang Hou, PhD
University of Kentucky, United States

Noelle Hurd, PhD
University of Virginia, United States

Ka Ip, PhD
Yale University, United States

Derek Iwamoto, PhD
University of Maryland, United States

Morgan Jerald, PhD
Macalester College, United States

India Johnson, PhD
Butler University, United States

Martinque Jones, PhD
University of North Texas, United States

Nataria T. Joseph, PhD
Pepperdine University, United States

Kimberly Kahn, PhD
Portland State University, United States

Sun-Mee Kang, PhD
California State University, Northridge, United States

Brian Keum, PhD
University of California, Los Angeles, United States

Maryam Kia-Keating, PhD
University of California, Santa Barbara, United States

Lisa Kiang, PhD
Wake Forest University, United States

Sarah Killoren, PhD
University of Missouri, United States

Paul Youngbin Kim, PhD
Seattle Pacific University

Teri Kirby, PhD
Purdue University, United States

Calvin Lai, PhD
Washington University in St. Louis, United States

Ryan Lei, PhD
Haverford College, United States

Sharon Lambert, PhD
The George Washington University, United States

Antoinette M. Landor, PhD
University of Missouri, United States

Sandraluz Lara-Cinisomo, PhD
University of Illinois, Urbana-Champaign, United States

Anna Lau, PhD
University of California, Los Angeles, United States

Vanja Lazarevic, PhD
San Diego State University, United States

Julia Lechuga, PhD
University of Texas El Paso, United States

Jioni A. Lewis, PhD
University of Maryland, College Park, United States

Belem López, PhD
National Institutes of Health, United States*
* López is serving in her personal capacity

Lisa Lopez, PhD
University of South Florida, Tampa, United States

Fantasy T. Lozada, PhD
Virginia Commonwealth University, United States

Alexandra Main, PhD
University of California, Merced, United States

Amy Marks, PhD
Suffolk University, United States

Brian McNeill, PhD
Washington State University, United States

Alan Meca, PhD
University of Texas at San Antonio, United States

Yara Mekawi, PhD
University of Louisville, United States

Evelyn Mercado, PhD
University of Massachusetts Amherst, United States

Marcellus Merritt, PhD
University of Wisconsin, Milwaukee, United States

Eduardo Morales, PhD
Alliant International University, United States

Rajni Nair, PhD, MFT
Arizona State University, United States

Andrea Negrete, PhD
Wesleyan University, United States

Laurie O’Brien, PhD
Tulane University, United States

Sumie Okazaki, PhD
New York University, United States

Robert Outten, PhD
Trinity College, United States

Metin Özdemir, PhD
Örebro University, Sweden

Natalia Palacios, PhD
University of Virginia, United States

Michael Park, PhD
Washington University in St. Louis, United States

Jessica K. Perrotte, PhD
Texas State University, United States

Evava Pietri, PhD
University of Colorado Boulder, United States

Miguel Pinedo, PhD
University of Texas at Austin, United States

Victoria C. Plaut, PhD
University of California, Berkeley, United States

Nnamdi Pole, PhD
Smith College, United States

Aric Prather, PhD
University of California, San Francisco, United States

Yang Qu, PhD
Northwestern University, United States

Jorge Ramirez Garcia, PhD
Oregon Research Institute, United States

Nairán Ramírez-Esparza, PhD
University of Connecticut, United States

Luke Rapa, PhD
Clemson University, United States

Vaishali Raval, PhD
Miami University, United States

Kathleen Roche, PhD
George Washington University, United States

Leoandra Onnie Rogers, Ph.D.
Northwestern University, United States

Leah M. Rouse, PhD, ABPP
University of Wisconsin, Milwaukee, United States

Ehri Ryu, PhD
Boston College, United States

M. Dalal Safa, PhD
University of North Carolina at Chapel Hill, United States

Bernadette Sanchez, PhD
University of Illinois at Chicago, United States

Delida Sanchez, PhD
University of Maryland at College Park, United States

Michael Sargent, PhD
Bates College, United States

John Sauceda, PhD
University of California, San Francisco, United States

Miriam Schwarzenthal, PhD
University of Postdam, Germany

Christie Scollon, PhD
Western Washington University, United States

Joanna Shadlow, PhD
University of Tulsa, United States

Yishan Shen, PhD
Texas State University, United States

Margaret Shih, PhD
University of California, Los Angeles, United States

Richard Quentin Shin, PhD
University of Maryland at College Park, United States

Monica Skewes, PhD
Montana State University, United States

Allison L. Skinner-Dorkenoo, PhD
University of Georgia, United States

Michael Sladek, PhD
Harvard University, United States

Ciara Smalls-Glover, PhD
Georgia State University, United States

Emilie P. Smith, PhD
Michigan State University, United States

Leann Smith, PhD
Texas A&M University, United States

Nichea Spillane, PhD
University of Rhode Island, United States

Patrick Steffen, PhD
Brigham Young University, United States

Steven Stone-Sabali, PhD
Ohio State University, United States

Marie Suizzo, EdD
University of Texas at Austin, United States

Xiaorun Sun, PhD
University of Minnesota, United States

Ylva Svensson, PhD
University West, Sweden

Valerie Jones Taylor, PhD
Lehigh University, United States

Melissa Tehee, JD, PhD
Utah State University, United States

Michael Thai, PhD
University of Queensland, Australia

Barbara Thelamour, PhD
Swarthmore College, United States

Idia Thurston, PhD
Texas A&M University, United States

Jenn-Yun Tein, PhD
Arizona State University, United States

Rosa Toro, PhD
California State University, Fresno, United States

Lucas Torres, PhD
Marquette University, United States

Alisia (Giac-Thao) Tran, PhD
Arizona State University, United States

William Tsai, PhD
New York University, United States

Usha Tummala-Narra, PhD
Boston College and Danielsen Institute, United States

Adriana Umana-Taylor, PhD
Harvard University, United States

Fatima Varner, PhD
University of Texas at Austin, United States

Kamilla Venner, PhD
University of New Mexico, United States

Cixin Wang, PhD
University of Maryland, College Park, United States

Chun Wang, PhD
University of Washington, United States

Jun Wang, PhD
Texas A&M University, United States

Shu-wen Wang, PhD
Haverford College, United States

Yijie Wang, PhD
Michigan State University, United States

Meg Warren, PhD
Western Washington University, United States

Robert Weisskirch, PhD
California State University, Monterey Bay, United States

Keon West, PhD
Goldsmiths, University of London, United Kingdom

Lorey Wheeler, PhD
University of Nebraska, Lincoln, United States

Rebecca White, PhD
Arizona State University, United States

Robert Wickham, PhD
Northern Arizona University, United States

Chelsea Derlan Williams, PhD
Virginia Commonwealth University, United States

Daryl Wout, PhD
John Jay College—City University of New York, United States

Ivan Haw Chong Wu, PhD
University of Texas MD Anderson Cancer Center, United States

Yiyuan Xu, PhD
University of Hawai’i at Manoa, United States

Eunju Yoon, PhD
Loyola University Chicago, United States

Qing Zhou, PhD
University of California, Berkeley, United States

Xiang Zhou, PhD
Purdue University, United States

Council of research elders

Guillermo Bernal, PhD
University of Puerto Rico, Puerto Rico

J. Manuel Casas, PhD
University of California, Santa Barbara, United States

Lillian Comas-Díaz, PhD
Transcultural Mental Health Institute, United States

Janet Helms, PhD
Boston College, United States

John B. Jemmott III, PhD
University of Pennsylvania, United States

James M. Jones, PhD
University of Delaware, United States

Teresa D. LaFromboise, PhD
Stanford University, United States

Frederick T. L. Leong, PhD
Michigan State University, United States

Gerardo Marin, PhD
University of San Francisco, United States

Norweeta Milburn, PhD
University of California, Los Angeles, United States

Thomas A. Parham, PhD
University of California, Irvine, United States

Derald Wing Sue, PhD
Columbia University, United States

Stanley Sue, PhD
Palo Alto University, United States

Richard M. Suinn, PhD
Colorado State University, United States

Joseph E. Trimble, PhD
Bellingham, WA, United States

Reiko Homma True, PhD
El Cerrito, CA, United States

Luis A. Vargas, PhD
University of New Mexico, United States

Melba J. T. Vasquez, PhD
Independent Practice, Austin, TX, United States

Gail E. Wyatt, PhD
University of California, Los Angeles Semel Institute for Neuroscience and Human Behavior, United States

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Special Issues

• Collaborative and Participatory Research to Promote Engagement, Empowerment, and Resilience for Immigrant and Refugee Youth, Families, and Communities

  Special issue of APA journal Cultural Diversity and Ethnic Minority Psychology, Vol. 28, No. 3, July 2022. This special issue offers six major components of participatory methodologies that provide a roadmap to decolonizing psychological science, recognize the potentials for innovation and impact, and advance the field.

• Understanding, Unpacking and Eliminating Health Disparities

  Special issue of the APA journal Cultural Diversity & Ethnic Minority Psychology, Vol. 25, No. 1, January 2019. Articles address the challenges of health disparity research through new conceptual models, the expansion of diseases and health behaviors wherein disparities occur, intersectionality theory, innovative research designs, and workforce training.

• History of Racial and Ethnic Minority Psychology

  Special issue of the APA journal Cultural Diversity and Ethnic Minority Psychology, Vol. 15, No. 4, October 2009. Includes articles about history of psychology as it relates to African American, American Indian, Alaska Native, Asian American, Latino, and Native Hawaiian populations, as well as the cultural and historical context of indigenous ways of knowing; the minority fellowship program; and other general ethnic minority issues.

• Lesbian, Gay, and Bisexual Racial and Ethnic Minority Individuals

  Special issue of the APA journal Cultural Diversity and Ethnic Minority Psychology, Vol. 10, No. 3, August 2004. Includes articles about science and theory for lesbian, gay, and bisexual people of color; multiple minority status adolescents and mental health; ethnic/racial differences in the coming-out process; coping among black lesbians; race/ethnicity and sexual orientation; sexual risk as an outcome of social oppression; psychosocial issues among gay- and non-gay-identifying HIV-seropositive African American and Latino men; culture, trauma, and wellness; and oppression and resiliency in post-apartheid South Africa.

EDI Efforts

Journal equity, diversity, and inclusion statement

Cultural Diversity and Ethnic Minority Psychology has a strong commitment to equity, diversity, and inclusion. The journal upholds this commitment by encouraging manuscript submissions from authors and journal reviewers who are historically underrepresented in psychology. The journal publishes high-quality papers with a wide range of theoretical perspectives, study designs, study samples, and analytical methods to promote equity, representing the diversity and inclusion of marginalized groups in the United States and internationally.

Inclusive study designs

• Collaborative research models
• Diverse samples
• Registered Reports

Definitions and further details on inclusive study designs are available on the Journals EDI homepage.

Inclusive reporting standards

• Bias-free language and community-driven language guidelines (required)
• Author contribution roles using CRediT (required)
• Reflexivity (recommended)
• Positionality statements (recommended)
• Data sharing and data availability statements (recommended)
• Impact statements (required)
• Year(s) of data collection (recommended)
• Participant sample descriptions (required)
• Sample justifications (recommended)
• Constraints on Generality (COG) statements (required)
• Inclusive reference lists (recommended)

More information on this journal’s reporting standards is listed under the submission guidelines tab.

Other EDI offerings

ORCID reviewer recognition

Open Research and Contributor ID (ORCID) Reviewer Recognition provides a visible and verifiable way for journals to publicly credit reviewers without compromising the confidentiality of the peer-review process. This journal has implemented the ORCID Reviewer Recognition feature in Editorial Manager, meaning that reviewers can be recognized for their contributions to the peer-review process.

Masked peer review

This journal offers masked peer review (where both the authors’ and reviewers’ identities are not known to the other). Research has shown that masked peer review can help reduce implicit bias against traditionally female names or early-career scientists with smaller publication records (Budden et al., 2008; Darling, 2015).