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Women in Academe:
Two Steps Forward, One Step Back
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Appendix B: 1986 and 1996 Accreditation Guidelines Related to Gender Sensitivity
1986: Criterion II.
Cultural and Individual Differences
Respect for cultural and individual differences must be imparted to students
and reflected in:
Faculty promotion
Student recruitment
Student evaluation
Curriculum
Field training
Diversity of Faculty (an essential goal)
Develop knowledge and skills regarding diversity as:
- Handicapping conditions
- Different ages
- Genders
- Racial and ethnic background
- Religion
- Life styles
- Social and individual backgrounds
1986: Criterion IV.
Faculty
Experienced, productive with career commitment who provide leadership [Editor’s
note: This was interpreted as needing senior women in the program.]
1996: Domain D:
Cultural and Individual Differences and Diversity
The program recognizes the importance of cultural and individual differences
and diversity in the training of psychologists.
- The program has made systematic, coherent, and long-term
efforts to attract and retain students and faculty from differing ethnic,
racial, and personal backgrounds into the program. Consistent with such efforts,
it acts to ensure a supportive and encouraging learning environment appropriate
for the training of diverse individuals and the provision of training opportunities
for a broad spectrum of individuals. Further, the program avoids any actions
that would restrict program access on grounds that are irrelevant to success
in graduate training.
- The program has and implements a thoughtful and coherent
plan to provide students with relevant knowledge and experiences about the
role of cultural and individual diversity in psychological phenomena as they
related to the science and practice of professional psychology. The avenues
by which these goals are achieved are to be developed by the program.
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