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The purpose if this study is to examine differences in conflict management strategies, relational satisfaction and social support of individuals in same-race and interracial relationships. Additionally, the authors examined associations between self-reported and observed measures of conflict management strategies.

The current study used Bronfenbrenner’s (2005) bioecological theory as an organizing framework. Twenty individuals in interracial and same-race relationships were recruited from a large Northeastern US university. Self-report and observational measures of conflict management strategies were obtained as were individuals’ self-reported levels of relational satisfaction and social support.

Results indicated a few differences in conflict management strategies between individuals in same-race and interracial dyads and no differences in social support or satisfaction. Observational measures of conflict management were largely uncorrelated with their corresponding self-report measures.

The current sample was small and consisted of students from a predominately White region of the country; thus generalizability and statistical power are limited. However, the results suggest ways interracial and same-race dyads might manage conflict differently as well as how self-reported and observational methods might differ in terms of the results obtained.

Interracial couple relationship processes are largely unexplored, but are important to study. The current findings further suggest that self-report and observational methods should be combined to more fully portray the conflict management strategies of individuals in interracial and same-race relationships.

How can students become transformational leaders if they are left alone to grapple with the emotional toll of climate change, preparing for careers while scientists sound the alarm that business as usual is untenable? Ecoanxiety, solastalgia, and climate grief are the affective undercurrents in sustainability and environmental science classrooms. This case study discusses strategies used to support students' emotional well-being in an introductory sustainability class and a co-curricular climate change support group program at Oregon State University. Psychologists and sustainability educators created space for students and faculty to engage in authentic dialogues confronting the emotional uncertainty of the climate crisis and working together to define their roles building a resilient future.