The turn of a new decade saw rise to some of the largest political, social, and public health issues witnessed in the contemporary United States. In tandem with the global pandemic, we are living in a new wave of racial unrest as the acknowledgement of discrimination and systemic inequities become more widespread. Within this wave, the American Psychological Association (APA) released a statement and apology recognizing its role in “promoting and perpetuating” discrimination and being complicit in these systemic inequities (American Psychological Association, 2021). In accepting responsibility for their actions and how this has impacted the field of psychology, the APA has adopted a resolution to combat institutionalized discrimination and enacted initiatives to work towards improving Equity, Diversity, and Inclusion (EDI) in the discipline.
In Fall 2021, the Committee on Associate and Baccalaureate Education (CABE), a committee of the APA created to monitor and promote high standards in teaching psychology at the undergraduate level, aimed to gain a better understanding of how psychology was being taught and represented across different colleges and universities. The members of CABE invited students from underrepresented populations enrolled in psychology programs to a listening session to exchange experiences and learn about the current issues students may be encountering throughout their undergraduate programs. With special attention given to EDI, participating students had the opportunity to lend their voices to collective efforts to reshape how psychology is taught in colleges and universities across the country.
The cabe listening session also was an opportunity for students to offer suggestions for the initiatives being created to enhance Equity, Diversity, and Inclusion. The questions prompted students to discuss their experiences in their programs, whether they felt valued by their university and faculty, and how EDI could be improved in psychology programs. To the students who participated in the session, especially those attending Predominantly White Institutions (PWI) during a time of social unrest and controversial debates concerning diversity in most areas, this was a necessary discussion.
The listening session was a great experience. There were students from a range of two- and four-year colleges and universities across the country. We discussed many topics surrounding EDI. We were all able to openly communicate through a shared Google document. After we shared our thoughts on the document, we then discussed some solutions with the committee.
Overall, most students, including ourselves, felt comfortable and valued within their programs and welcomed by their professors. However, that does not mean problems with incorporating EDI are nonexistent; in fact, there were many suggestions for how to further improve diversity and inclusivity across the discipline. For example, there is a noticeable lack of inclusivity in the material taught in undergraduate psychology courses. There are many faces to the great psychologists that built the foundation for the studies and fields today, yet the biggest names we learn about all have a similar look. This false perception of homogeneity amongst the greats can be discouraging, especially when the potential for inclusion is available but becomes erased in our academic programs.
The APA listening session allowed for students to voice their opinions on their psychology programs and institutions. Every student's situation is different, but every student should feel valued and included at their school. While reflecting on different students' thoughts, a common factor was psychology. Students within psychology programs felt professors were more diverse and open-minded compared to other subjects. Given this dynamic, one idea is to create more communication opportunities for students. For instance, a listening session within an individual school or department would allow those students to express concerns relevant to their program. Another tip would be to start creating training sessions for professors. The world is constantly changing, and new ideas are discovered. The way a student learned five years ago is not the same as learning now, so faculty would benefit from ongoing development in this area. Also, students bring different experiences to their learning, so it’s important to have professors who can adapt and switch teaching practices when needed. Creating an environment where every student can succeed is the ultimate goal of EDI efforts such as this.
We enjoyed the listening session a lot, and it is really great to know people in APA are trying to advocate and create change.
Reference
American Psychological Association. (2021, October 29). Apology to people of color for APA’s role in promoting, perpetuating, and failing to challenge racism, racial discrimination, and human hierarchy in U.S. group name. https://www.apa.org/about/policy/racism-apology
About the authors
Zamaria Ball is a senior psychology major at Georgia Southern University with a minor in management. After graduation, Zamaria plans to continue her education in social psychology with emphasis in prejudice, racism, and cognitive decision making.
Amunet K. Berry-Blunt is a senior undergraduate Psychology and German Studies student at Georgia Southern University. She is interested in pursuing more opportunities in the social work sphere, specifically by focusing on community-based initiatives and efforts to advocate for underrepresented groups.
Aliana Stanley is a Senior at Spelman College where she studies Psychology and Political Science. After graduating, she plans to go to law school and eventually get her PhD in Psychology.
