Psychology Education & Careers Guidebook for College Students of Color, Applying to Graduate and Professional Programs
for College Students of Color
Applying to Graduate and Professional Programs
Committee of Students Concerned With Ethnic Issues (CSCEI)
University of California, Los Angeles
Sylvie Taylor, PhD (chair)
Commission On Ethnic Minority Recruitment, Retention and Training
Student Recruitment And Retention Workgroup
American Psychological Association
Hector F. Myers, PhD, (chair), Robin J Hailstorks, PhD, Manuel Miranda, PhD, Edward G. Singleton, PhD, Paul Leung, PhD, Richard McCarty, PhD, Brian Smedley, PhD, Lawrence Yang and Paul Wohlford, PhD
This guide was originally developed between 1989 and 1991 by the members of the Committee of Students Concerned with Ethnic Issues (CSCEI) at UCLA and is distributed to all prospective applicants to the graduate program in psychology at UCLA. CSCEI is a group of graduate students that has been an integral part of the efforts of the UCLA Department of Psychology to recruit ethnic minority students. They developed the original guide in an effort to assist ethnic minority students in preparing a successful application to graduate programs in psychology.
The members of the Commission on Ethnic Minority Recruitment, Retention and Training in Psychology (CEMRRAT) Student Recruitment and Retention Workgroup collectively have several decades of experience and leadership roles in the recruitment and training of ethnic minority students in psychology at various levels of training and in different academic settings. The group includes psychologists who are faculty at the community college level and at the undergraduate and graduate levels, as well as National Institutes of Health (NIH) staff involved in funding mental health training programs. The CEMRRAT workgroup revised the original CSCEI guide, which was developed with research-oriented graduate programs in mind, to make it more applicable to the range of graduate and professional programs to which ethnic minority students might apply. As a result, this edition of the guide represents the collective wisdom of graduate students, faculty and other senior psychologists who are committed to increasing the number of ethnic minority students who are successful in gaining admission to graduate and professional programs in all fields of psychology.
The CEMRRAT workgroup also gratefully acknowledges valuable input in the preparation of this guide from Don Operario and Debra Shapiro Gill, APA Science Student Council. CEMRRAT also acknowledges the valuable feedback on earlier drafts of this guide from several boards and committees at APA, including the Board of Professional Affairs (BPA) and the Committee on Lesbian, Gay and Bisexual Concerns (CLGBC).
In this guide, the authors have identified many of the factors that contribute to both successful and unsuccessful applications to graduate and professional programs in psychology. Throughout, suggestions are made in the form of "helpful hints" that will give you ideas about how to approach and successfully deal with many of the important issues you may face in the application process. This guide also highlights some of the mistakes that applicants to graduate and professional programs frequently make.
The two most important pieces of advice that we can share with you are start early and be well organized. The process of applying to graduate or professional school is time consuming and involves many important steps before you ever see your first application. Once you begin the application process, you will have to keep track of important dates and deadlines.
Many undergraduates do not seriously consider graduate or professional school until their senior year of college. Unfortunately, this delay in decisionmaking may adversely affect a student's chances for admission into the graduate or professional program of his or her choice. Therefore, you should start planning for graduate or professional training as early as possible. It is also useful to be as clear as possible about your career direction, because the clearer you are about where you want to go, the easier it is to decide which road to take to get there.
For example, if you are interested in an academic/research career, you will need to have both a strong academic record and as much background and experience in research as possible. This experience may be in the form of an honor's thesis or individual research project, work in a laboratory or involvement in a faculty member's research project. It may be done on a voluntary basis, undertaken for academic credit or completed as part of paid employment. If you are a junior and have not yet become involved in research, look into it now. If you are a graduating senior and have had no direct experience in conducting research-do not despair. There are options that you should consider that will strengthen your application. Consult with your academic advisor to determine what research or other opportunities might be available to you.
On the other hand, if you are more interested in human services delivery careers, such as may be found in Clinical, Counseling or School Psychology, then you should seek relevant practical and clinical research experiences. You can obtain these types of experiences in appropriate applied settings as a volunteer peer counselor or helpline counselor, as an aide in classrooms for special children or adults, or as a research assistant in studies conducted in such settings.
If you are planning to attend graduate or professional school, it is vital that you get to know faculty in your undergraduate department. Graduate and professional programs in psychology require letters of recommendation from faculty in support of your application. It is important for you to have a number of people who will be willing to write personalized letters for you. Seek out mentors. Talk to undergraduate and graduate students about which faculty members are known to be good mentors and who might be involved in work that is of interest to you. Be assertive (but not pushy) and seek them out. If you are an ethnic minority student or have a strong interest in racial/ethnic issues in psychology, make a special effort to seek out those faculty who share similar interests. Although it would be ideal to have an ethnic minority faculty member as a mentor, that is not always possible, so seek out any faculty member who has the requisite interest and expertise and who is willing to provide you with the guidance you need, regardless of his/her ethnicity.
Your faculty advisor can also be helpful in giving an honest appraisal of your credentials prior to your applying for a program. If your academic credentials are not competitive or you lack sufficient practical experience or research experience to be competitive, you may want to consider several options prior to applying to graduate or professional programs. One option is to take one or two years off before applying to acquire the necessary research or practical experience and to enhance your academic record. Another alternative is to apply first to a master's level program which would give you additional training, experience and some marketable skills.
Graduate programs and professional schools may admit some students who were not psychology majors as undergraduates. However, to be successful in gaining admission, applicants must demonstrate adequate preparation in psychology as evidenced by appropriate coursework and completion of the GRE and/or the Miller Analogies Test (MAT). Consult the respective graduate or professional school admissions bulletins for information on specific requirements
We suggest that you select graduate or professional programs based on the quality of the specific psychology program of interest to you, rather than on the general reputation of the institution. It is also important that you consider the following criteria in making your selection decisions:
Program emphasis (theory, research, practice) in relation to your personal career interests, goals and chosen field of study.
Students who are interested in applied areas of the profession (e.g., Clinical, Counseling, Educational or School Psychology) should be aware that these programs can differ in the balance between research and the development of clinical skills. If you are more interested in becoming a clinical researcher, then you may want to select programs that place a strong emphasis on research training. If, on the other hand, your career goal is to become a service professional in psychology (i.e., a practitioner), then you may want to consider applying to one of the professional schools of psychology or to a graduate program with a clear commitment to practitioner training.
One source of information that might be useful in helping you make this decision is the Insiders Guide to Graduate Training in Clinical Psychology (Guilford Press, 1990), which provides self-ratings by clinical programs on how they fall on the continuum from emphasizing research versus clinical or counseling training. Regardless of which type of program you are interested in, select the programs that best meet your needs and that have applicant pools with applicants with characteristics similar to your own.
Quality of the faculty (as determined by their research, clinical and counseling interests, professional activities and publications).
Do the faculty members' research and/or clinical interests closely match your own?
Adequacy of each institution's libraries, research laboratories and treatment and practicum facilities relevant to your field of study.
Financial support and assistance available from the institution.
Program's reputation for admitting and graduating students of color with the doctoral degree.
Program's reputation for preparing and assisting graduates for professional careers.
Roles students are prepared to play after graduation.
Because of changes in both the health care delivery system and the roles that mental health professionals play, evaluating the program in terms of the roles students are prepared to fulfill after graduation and the ability of the program to prepare students to be flexible in adapting to changing professional environments is also useful.
Some personal criteria you may want to include in selecting a graduate program
Location of institution
Is the program in an urban, suburban or rural area; east coast, west coast, north or south, etc.
Gender and ethnic composition of faculty and graduate students
Lesbian, gay, and bisexual students may also want to inquire about how "gay friendly" a program is — whether such students and faculty feel isolated/stigmatized or empowered by the program, whether research and clinical experiences routinely include such populations. Students with disabilities should inquire about the program's readiness to address their specific needs and requirements. For example, although all institutions are required by law to be accessible for persons with physical disabilities, some programs may be less prepared to cope with the needs of vision — or hearing — impaired students.
Availability of ethnic populations
For ethnic minority students, the availability of ethnic populations and communities may also be an important consideration, not only for personal reasons, but also as a source of prospective research subjects or clients. For example, if you are interested in studying or working with members of a particular group, then selecting programs that are located in areas where such groups reside would be important. Presence of an ethnic minority community might also be valuable as a social support resource.
Look up research articles published by faculty of the programs of your choice.
Use the Social Sciences Citation Index or the Author Index of Psychological Abstracts or Psychlit or PsychINFO computerized systems to build a bibliographic listing for these faculty. Collecting selected articles written by faculty members you may be interested in working with and familiarizing yourself with their work could also be useful. Do not restrict your literature search to articles in refereed journals, but also search for book chapters and books and monographs. Make sure that you access the faculty members' most recent publications, as these are more likely to reflect their current interests.
The World Wide Web is another valuable source of information on graduate programs and faculty.
If you don't have direct access to this resource, you might be able to gain access through your campus computer system or library.
You may also want to contact the admissions offices of your selected programs and request the names of faculty members or students whom you could contact.
You may wish to ask them about their research and service interests and their perspectives on their program in psychology.
Once you have developed a list of programs of interest, you may want to consult with your academic advisor and faculty members in your department for further guidance.
Faculty members may be valuable resources throughout the selection, application and decisionmaking process. Faculty members are often familiar with programs at other institutions, and they may have colleagues there who could serve as valuable contacts for you. Graduate students at your home institution may also be helpful in providing you with information about programs at other schools (they may be alumni, have friends there or may have considered attending some of the same institutions you have selected). Contacting an institution's local alumni association may also be helpful to you. The association can provide you with information about "student life at..." and give you information about the school and its surrounding community.
Many students, in attempting to maximize their chances for graduate admission, often apply to too many schools.
Be selective. We recommend that you choose several top, middle and safety schools. As a rule of thumb, you may want to apply to 10-12 programs (maximum). Do not submit applications to programs that you would not even remotely consider attending if you were accepted. This is a waste of your time, money and effort.
Once you have selected a number of schools that are of interest to you, you must contact them directly to request additional information. You will need to obtain:
- University catalogs
- Applications for admission
- Financial aid information
- Program descriptions (including admission standards, program requirements and faculty research and professional interests. Ethnic minority students may want additional information about ethnic minority-relevant resources and programmatic activities.)
Most institutions will automatically forward all of this information. Once you have obtained this information from each institution, review it carefully. You may be able to eliminate some programs from your original list.
Helpful hint: You may want to prepare typewritten form letters or postcards requesting the above information (telephoning each program could be come expensive). If you use the mail, send your requests early to allow for mailing delays. You may also be able to request this information by email.
Now that you have chosen your final list of schools, it is time to really get organized. Most programs require:
GRE and/or MAT test scores
Official transcripts (unofficial transcripts are not acceptable)
Letters of recommendation
Formal application, including a personal statement
You should look over all of your applications materials and identify deadlines for filing test scores, transcripts and letters of recommendation. Most schools are strict about adhering to deadlines; late or incomplete applications may be rejected or go unreviewed.
Helpful hint: You may want to construct a spreadhseet or checklist that includes information on each program, the application deadline, and the various parts you need to compile for your application to be complete. As you complete each step, check it off and indicate the date completed. Most schools will not consider an application complete until they have received all of the information they have requested from you (E.G., GRE Test Scores, Official Transcripts, letters of Recommendation, formal application and application fee.
Most graduate programs in psychology require that you take the GRE. Some schools may require that you take both the GRE Aptitude (includes verbal, quantitative and analytical sections) and the Advanced Test in Psychology, as well as the Millers Analogies Test (MAT). You should request that the Educational Testing Service (ETS) forward the results of these tests directly to the graduate programs to which you are applying (self-reported scores are not acceptable). The GRE may be taken in February, June, October, and December. As of December 1996, all GREs may be taken by computer. Check with your career placement office or your college for information and an application. You may also write directly to the:
Educational Testing Service
Princeton, NJ 08541-6000
Remember, there is a fee for taking the GRE, so plan ahead. You may also obtain a fee waiver through ETS or your college if you can demonstrate a financial need.
Many students, especially ethnic minority students, believe that they cannot prepare for the GRE or that performance on the tests will not reflect true capabilities because of test bias. Regardless of your position on these issues, it is important to recognize that graduate admissions committees in most universities give weight to these scores in making their decisions. Therefore, it is in your best interest to do as well as possible to enhance your competitive chances for admission. The secret to good performance is good preparation.
There are many ways to prepare for the GRE. The key to preparation is to practice with previous versions of the tests. You can order a book of three to five exams directly from ETS for a reasonable cost. Take these tests under timed conditions. If you have access to a computer, you also can order the computerized version of the practice exam. Many students take either the Kaplan or the Princeton Review courses, both of which are helpful, although rather expensive. A less expensive alternative is to purchase a GRE preparation book. There are several versions, and they are usually available at campus bookstores. Regardless of which approach you take for preparation, our advice is to practice, practice, practice.
Official transcripts. Most programs require that transcripts be sent directly from your school registrar. Unofficial transcripts or photocopies are generally not acceptable. Submit transcript requests as soon as possible. Many schools require several weeks to process such requests, so submit your request promptly.
Many schools require senior year fall semester grades and final transcripts once you graduate. Don't forget to have them sent. Save all transcript request receipts, just in case. Make sure that you have cleared all incompletes and grade changes before having your transcripts sent.
Letters of recommendation. Most schools require that three letters of recommendation be sent directly to the department. These letters should be written by faculty, research or clinical supervisors who know you well. Letters from employers who have supervised you in work related to your chosen field also may be appropriate. Do not request letters from friends, relatives, ministers, etc. While they may make glowing statements about you, their assessments will not carry much weight with most admissions committees.
Letters of recommendation are vital to your application. You should request recommendations from people on whom you can rely to provide strong, positive, personalized letters. These individuals should know you well and be able to talk about you as a person and as a student, stressing your strengths and outstanding qualities and discuss your potential for success in graduate or professional school. Letters that do not address these areas will be of little help to admissions committees who are reviewing your application.
Helpful hint: Request letters of recommendation shortly after you complete a given experience or job. have these letters forwarded to your college career center. It will be much easier for your recommender to write about you right after he or she has supervised you and is still enthusiastic about your work. Trying to remember what you did and how good a worker you were is sometimes difficult to do several years down the line.
It is important to remember that you are making a request of another to write a recommendation for you, so be sure to ask if he or she would be willing to write such a letter. If someone is hesitant, you may want to ask someone else, because it is likely that his/her letter will not be a strong one. If the person agrees to write a letter, give him/her as much time as possible (at least a month) and provide as much information as possible
Helpful hint: Prepare a packet for each recommender that includes
- Recommendation forms (type all information requested of you) and stamped, addressed envelopes
- A typed list of programs and recommendations deadlines
- A copy of your personal statement and a brief resume (if applicable)
- Description of each program to which you are applying
As a common courtesy, you also may want to send thank you notes to your recommenders after a few weeks have passed. This can serve as a subtle reminder to those who may have forgotten to prepare letters for you, and will indicate your appreciation.
The application process
Many schools require two applications for admission to graduate study, one to the graduate division and one to the appropriate department or program. Check application requirements carefully. Submit both applications on time, following the specific instructions provided in each application packet. Remember that the department or program that you are applying to may offer many areas of specialization (e.g., Behavioral Neuroscience, Clinical, Cognitive, Community, Counseling, Developmental, Educational, Health, Industrial/ Organizational, Learning, Measurement/Psychometrics, Personality, Social, etc.). Some programs ask that you rank two areas of interest (in order of preference). Your application will be forwarded to the area of your first choice for review. Should that area reject your application, it will be forwarded to the area of your second choice for review. Please note that once you are admitted, that program has made a commitment to you and expects a similar commitment from you. Therefore, trying to gain admission to your secondary interest area with the hopes of transferring later to your primary interest area (e.g., getting into the Social program with the hopes of later transferring to the Clinical program) is usually discouraged by the faculty in both programs. Therefore, be clear about your goals and honest in your rankings. Remember that your application serves as a program's first impression of you. Therefore, both applications and supporting materials should be complete, accurate and neatly typed.
Statement of purpose.
Your statement of purpose is similar to a cover letter that you would write when applying for a professional position. It should summarize your motivations, objectives and qualifications. Be sure to review carefully the information requested for each statement of purpose (the information requested varies from one program to another) and address all points. In general, your statement of purpose should address how and why you have chosen your proposed area of study. Your statement of purpose must be clear and concise. Present yourself and your experiences in a positive manner.
How and why you have chosen your proposed area of study.
How have your undergraduate studies and postundergraduate and other relevant experiences (internships, study abroad, work, volunteer activities, extracurricular activities, significant personal and family experiences, etc.) influenced your choice of field of study, and how have they served as a foundation for graduate or professional training?
What are your qualifications, knowledge of, and interest in your chosen field of study (i.e., research, community, counseling, clinical, volunteer and work experiences)? If you are applying to programs with a strong research focus, remember to describe clearly your research experience: Indicate what you did, for how long, with whom, etc. It is not essential that all of your research experiences be in psychology or related to topics you wish to pursue in graduate school. If you participated in a research program that did not allow you to choose the subject area, be sure to mention that in your statement of purpose.
If you are applying to more professionally oriented programs, discuss in detail the population you worked with, the specific training and experiences you have had with those populations, and how those experiences influenced your career objectives.
- Your career goals.
Identify and delineate your career goals and objectives. How will the doctorate in psychology (i.e., PhD, PsyD) help you achieve these goals and objectives? What do you see yourself doing once you have received your degree (e.g., what would your ideal job be)?
Special factors you wish to be considered.
Explain any special circumstances (leaves of absence, low grades) that might account for any blemishes on your academic record. For example, you may have taken a leave of absence due to an illness in your family or to work full time to assist your family financially. This information may be valuable to admissions committees in reviewing your application, provided that your comments are honest and straight forward.
Helpful hint: Many programs use the Minority Student Locator Service of ETS to identify qualified ethnic minority persons who are interested in psychology. If you register with the service, graduate or professional programs will contact you directly to offer information about their programs. You may register with the Minority Student Locator Service at the time you send in your forms to register for the GRE, or you may request a special form from ETS (address listed above).
Ethnic minority students with strong academic credentials also may be nominated by their departments during their junior year for inclusion in the APA Minority Undergraduate Students of Excellence (MUSE) Program. If you think you may qualify, contact your department chairperson to inquire about how your achievements may be so recognized.
Getting your name on such resource listings helps you stand out in the applicant pool. Special graduate recruitment efforts often are directed to persons on these listings.
Helpful hint: Carefully proofread your statement of purpose for clarity, spelling, and typographical and grammatical errors (remember you want to make the best impression possible). You may want to ask one or more faculty members in your undergraduate department to review it and provide feedback. Then, rewrite your statement.
Be sure to personalize your statement of purpose for each program. Avoid self-serving statements: "I am an outstanding student and deserve to be admitted." Present your qualifications and accomplishments in a positive, yet modest, fashion. Let your experience speak for itself. Avoid Flashy computer graphics, cute gimmicks, profound statements. Remember, this is a formal document. Once you have submitted your applications, the waiting begins. Typically, programs will inform applicants of admissions decisions no later than March 15 (for fall admissions). The American Psychological Association has set April 15 as the universal acceptance deadline for all accredited programs. You must inform all programs in writing by April 15 whether you are accepting or declining their offers of admission.
For applicants to clinical and counseling programs, know that some programs include an in-person or telephone interview as part of the admissions process. This gives the top applicants the opportunity to meet with faculty and graduate students and to see the campus and its facilities. If you are unable to interview in person, telephone interviews can usually be arranged.
Helpful hint: An invitation for an interview is often an indication that you have successfully advanced through a number of preliminary cuts. The way in which you respond to the invitation will serve as the department's secondary impression of you. Programs that do not formally include interviews in their admissions process may still have the faculty contact applicants in order to obtain additional program officials as formal contacts.
Letters of Acceptance
All APA-accredited programs will notify you in writing of your acceptance by April 1. In turn, each program will require that you respond in writing, indicating whether you are accepting or declining the offer of admission. This decision must be made by April 15. Before making any hasty decisions, you should consider how your education will be funded. Doctoral programs in psychology are usually full-time programs with day instruction. The academic, research, or clinical demands of most programs make it virtually impossible to hold down a full-time job. Therefore, you should weigh all acceptances carefully before you make a final decision.
When funding is available, a wide array of packages may be offered, ranging from fellowships and scholarships to teaching and research assistantships, awarded for one to four years.
Information about financial aid available to ethnic minority students can usually be obtained by contacting each program or the financial aid office. Be sure to check with the academic admissions office in your department to see if any other funding sources exist. There are several excellent funding programs to which applicants must apply directly. One of the most prestigious is the Ford Foundation program. It may be contacted at the address below:
Ford Foundation Predoctoral Fellowships for Minorities
The Fellowship Office, GR. 420A
National Research Council
2101 Constitution Avenue, NW
Washington, D.C. 20418
Many minority students also have received support from the APA Minority Fellowship Program, which may be contacted at the address below:
Minority Fellowship Program
American Psychological Association
750 First Street, NE
Washington, D.C. 20002-4242
Helpful hint: Rank order all of the programs to which you have applied. When you receive your first letter of acceptance, wait to hear from other programs. When you are accepted to the second program, refer to its ranking with respect to the first program that accepted you. If you ranked the second program lower, decline the offer. If you ranked the second program higher, decline the first program's offer. Remember to consider funding in making all of your decisions.
Take your time in making your final decision. Choosing a graduate or professional school program may be one of the most important decisions you make in life. Make the most informed decision possible and be sure to consider whether you feel comfortable in the setting. If you have been accepted by a number of programs, this is an indication that you are in high demand. Occasionally, graduate programs will pressure students into making rapid decisions. Take the time you need. This is your career; don't let someone force you into a quick decision. Remember, you must make your decision by April 15.
Note: When you have decided against a given program, notify it as soon as possible, as the program you reject may wish to offer your slot to another candidate.
Helpful hint: If you are having difficulty to a final decision, ask questions. Speak with faculty in each department that has accepted you. Will they support your research or professional interests? Will they provide a supportive environment?
Contact graduate students in each program. What are their impressions of and experiences with faculty/student relationships? What do they see as the strengths and weaknesses of the program? What is life on campus like for graduate students? If they had the decision to make again, would they choose the same program?
Consult with faculty and graduate students in your undergraduate department. What are their impressions of the programs that you are considering?
Programs frequently place some applicants in the alternate pool or wait list pending decisions by their top choices. This is a frustrating position to be in, but do not despair. This decision indicates the program's interest in you, but acknowledges that there are other stronger applicants. You still have a chance, but you must be prepared to make a decision about accepting or rejecting an offer with very short notice.
Unfortunately, even very strong applicants are rejected by the programs of their choice. Failure to gain admission does not necessarily mean that you are unqualified. However, it is important that you get as much information as possible about the reasons for your rejection. You may also seek advice about what you can do to improve your application, as well as what alternatives are available to you. As we noted earlier, you may need to obtain additional research or practical experience or correct deficiencies in your academic background. You may also consider pursuing a master's degree before you reapply to doctoral programs. In any event, while rejection is disappointing, this is also an opportunity for honest self-assessment and for taking corrective action.
Mastering the information in this guide is an important first step toward maximizing your chances of being accepted at a graduate or professional school of your choice. It is imperative that students adhere to many of the points stressed throughout this document, especially the sections on how to select potential programs, the application process, and how to deal with acceptance. Review the guidelines several times, highlight the sections as you conduct your review, and make notes as you proceed with this task. This activity will help you avoid making costly mistakes and help you prepare the strongest application possible. Ask as many questions as possible. Remember, there is no such thing as a dumb question. Exhaust all of the resources available to you as you begin and end this process.
Once you have gained acceptance to a graduate or professional program, the next step toward establishing your career track is to be a successful student. The same skills and resources that you used to navigate your entrance into graduate or professional school will be needed to achieve success at this level of training.
We hope this guide has helped you to understand the process of applying and being admitted to graduate or professional training programs in psychology. Good luck in your future endeavors, and we look forward to welcoming you to our profession.
American Psychological Association
Book Order Department
P.O. Box 92984
Washington, D.C. 20090-2984
1 (800) 374-2721 or (202) 336-5502
Getting in: A step-by-step plan for gaining admission to graduate school in psychology.
Sternberg, R. J.
Career paths in psychology: Where your degree can take you.
Graduate study in psychology
American Psychological Association
Public Interest Directorate
Attn.: Operations Coordinator
750 First St., NE
Washington, D.C. 20002
Phone: (202) 336-6050
Information and application:
Minority Undergraduate Students of Excellence (MUSE) Program
Directory of selected scholarship, fellowship, and other financial aid opportunities for women and minorities in psychology and related fields
Graduate faculty in psychology interested in lesbian, gay, or bisexual issues
Psychology education and careers: Guidebook for college students of color
Educational Testing Service
Princeton, NJ 08541-6000
Ford Foundation Doctoral Fellowships for Minorities
National Research Council - Fellowship Office
2101 Constitution Avenue, NW
Washington, D.C. 20418
Phone: (202) 334-2872
Minority Fellowship Program
American Psychological Association
750 First St., NE
Washington, D.C. 20002-4242
Minority Graduate Fellowships
National Science Foundation
Graduate Fellowship Office-Room 907N
4201 Wilson Blvd.
Arlington, VA 22230
New York Association of Black Psychologists
P.O. Box 1764
New York, NY 10027