Guidelines on Multicultural Education, Training,
Research, Practice, and Organizational Change for Psychologists
American Psychological Association
Approved as APA Policy by the APA Council of Representatives, August, 2002
Racial/ethnic Diversity in the United States and Psychology
Individuals of ethnic and racial minority and/or with a
biracial/multiethnic/multiracial heritage represent an increasingly large percentage of the
population in the United States (Judy & D'Amico, 1997; United States Census Bureau,
2001; Wehrly, Kenney, & Kenney, 1999). While these demographic trends have been
discussed since the previous census of 1990, educational institutions, employers,
government agencies, and professional and accrediting bodies are now beginning to
engage in systematic efforts to become more knowledgeable, proficient, and
multiculturally responsive. Census 2000 data clarify the changes in U.S. diversity (U.S.
Census Bureau, 2001). Overall, about 67% of the population identify as White. Of the
remaining 33%, approximately 13% indicated they were African American, 1.5%
American Indian or Alaskan Native, 4.5% Asian/Pacific Islander, 13% Hispanic, and
about 7% indicated some other race. These categories overlap, since individuals were
able to choose more than one racial affiliation. Racial/ethnic diversity varies greatly by
state. Summarized in a series of maps by Brewer and Suchan from the Census 2000 data
(2001), high diversity states (those with 60–77% racial/ethnic minority groups) tend to be
on the coast, or Mexican border and include California, Texas, Arizona, New Mexico, and Virginia. In addition to these, however, medium–high diversity (49%–59%
racial/ethnic minority groups) states are found across the country, and include Maryland,
New York, Illinois, Washington State, Nevada, Colorado, Montana, Alaska, North
Dakota, South Dakota, Minnesota, Wisconsin, Michigan, Arkansas, Louisiana, Alabama,
and North and South Carolina.
In the past 10 years, percentage–wise, the greatest increases are reported for Asian
American/Pacific Islanders and Latinos/Hispanics, and in some parts of the country,
White European Americans are no longer a clear majority of the population. Brewer and
Suchan (2001) found that diversity increased in all states in the country, and in parts of
some states increased as much as 34%. States that had the most growth in diversity
varied geographically, including the Midwest (Nebraska, Iowa, Kansas, Eastern
Colorado), South (Georgia, Florida, Texas, and Oklahoma), and Northwest (Idaho,
Oregon). In addition, for the first time, Census 2000 allowed individuals to check more
than one racial/ethnic affiliation (U.S. Census Bureau, 2001). While only 2.4% of the
U.S. populations checked more than one racial affiliation, 42% of those who checked two
or more races were under 18, indicating an increase in the birthrate of biracial
individuals. Certainly, the United States is becoming more racially and ethnically
diverse, increasing the urgency for culturally responsive practices and services.
Ethnic, racial, and multiracial diversity in the population is reflected in higher
education. This is important to psychologists because it reflects changes in the ethnic
composition of students we teach and train. College enrollment increased 62% for
students of color between 1988 and 1998 (the latest data available), although college
completion rates differed among Whites and racial/ethnic minority students. College completion rates in 2000 (U.S. Census Bureau, 2001) for White individuals between 25–
29 years was 29.6%, compared to 17.8% for African Americans, 53.9% for Asian/Pacific
Islander Americans, and 9.7% for Hispanics. Corresponding statistics in 1991 vs. 1974,
were 24.6% vs. 22% for Whites, 11% vs. 7.9% for African Americans/Blacks, and 9.2%
vs. 5.7% for Hispanics. Data for Hispanics were first collected in 1974; data for
Asian/Pacific Islanders were not collected until the mid–90's. Clearly these data indicate
that racial/ethnic minority students are graduating at a lower rate than White students, but
the data also show that they are making educational gains.
Completion of a psychology degree is particularly germane to these Guidelines,
since obtaining a college degree is the first step in the pipeline to becoming a
psychologist. The National Center on Educational Statistics collects information on
degrees conferred by area, reported by race/ethnicity. Their latest report (NCES, 2001)
indicates that 74,060 bachelor's degrees were awarded in psychology last year, 14,465
master's degrees were awarded in psychology, and 4310 doctoral degrees were awarded
in psychology. Of those degrees, the majority was awarded to Whites (72% of
Bachelor's and master's degrees and 77% of doctoral degrees). African Americans
received 10% of both bachelor's and master's degrees and 5% of doctoral degrees,
Hispanics received 10% of bachelor's degrees and 5% of both master's and doctoral
degrees, Asian/Pacific Islanders received 6% of bachelor's degrees, 3% of master's, and
4% of doctoral degrees in psychology. American Indians received less than 1% of all the
degrees in psychology. Compared to the percent of the population for each of these
minority groups, noted above, racial/ethnic minority students are underrepresented at all levels of psychology, but most particularly at the doctoral level, the primary entry point
to be a psychologist.
Thus, racial/ethnic minority students, either because of personal or because of
environmental reasons (e.g., discrimination and barriers due to external constraints),
progressively drop out of the pipeline to become psychologists. The racial representation
within the profession of psychology is similarly small. Kite et al., (2001) reported that
the numbers of ethnic minority psychologists were too small to break down by ethnicity.
Indeed, in 2002, APA membership data indicated that 0.3% of the membership is
American Indian, 1.7% is Asian, 2.1% is Hispanic, and 1.7% African American (APA
Research Office, 2002a), clearly delineating the serious under representation of
Psychologists of Color within the organization. Representation is slightly better within
APA governance in 2002Ð1.7% of those in APA governance are American Indian, 3.6%
are Asian, 5.1% are Black, and 4.8% are Hispanic (APA Research Office 2002b).
These Guidelines are based on the central premise that the population of the
United States is racially/ethnically diverse, and that students, research participants, clients
and the workforce will be increasingly likely to come from racially/ethnically diverse
cultures. Moreover, educators, trainers of psychologists, psychological researchers,
providers of service, and those psychologists implementing organizational change are
encouraged to gain skills to work effectively with individuals and groups of varying
cultural backgrounds. We base our premise on psychologists' ethical principles to be
competent to work with a variety of populations (Principle A), to respect others' rights
(Principle D), to be concerned to not harm others (Principle E), and to contribute to social
justice (Principle F; APA, 1992). We believe these Guidelines will assist psychologists in seeking and using appropriate culturally centered education, training, research, practice
and organizational change.
Also informing these Guidelines is research, professional consensus, and
literature addressing perceptions of ethnic minority groups and intergroup relationships
(Dovidio & Gaertner, 1998; Dovidio, Gaertner, & Validzic, 1998; Gaertner & Dovodio,
2000), experiences of ethnic and racial minority groups (Sue, 1999; Swim & Stagnor,
1998; USHHS, 2000, 2001), multidisciplinary theoretical models about worldviews and
identity (Arredondo & Glauner, 1992; Helms, 1990; Hofstede, 1980; Kluckhohn &
Strodbeck, 1961; Markus & Kitayama, 2001; Sue & Sue, 1977); and the work on cross
cultural and multicultural guidelines and competencies developed over the past 20 years
(Arredondo et al., 1996; Sue, Arredondo, & McDavis, 1992; Sue et al., 1982). Although
the authors acknowledge that the issues addressed in these Guidelines are increasingly
important to consider in a global context, the Guidelines focus on the context within the
United States and its commonwealths or territories such as Puerto Rico and Guam.
