Introduction: Equity, diversity, and inclusion (EDI) are receiving considerable attention in higher education. Within psychology, the American Psychological Association has highlighted the importance of cultural diversity in both undergraduate and graduate curricula and charged educators with facilitating the development of cultural competence among learners. Statement of the Problem: Many resources have been developed to help promote EDI within higher education. The resources developed have mainly focused on the curricula and pedagogical approaches, yet the syllabus remains overlooked with few guidelines available to educators. Literature Review: We offer several considerations informed by theoretical frameworks and best practices in the discipline and suggestions for the successful implementation of EDI in the syllabus. Teaching Implications: This article provides a comprehensive and useful guide for developing a syllabus that assists with the integration of EDI, as the syllabus is the first opportunity for faculty to communicate their philosophy, expectations, requirements, and other course information. Conclusion: Infusing EDI in the syllabus is essential for promoting an inclusive learning environment and is conducive to establishing goals related to cultural competence.
In this study, we examined the relations between multiple forms of oppressive experiences (i.e., racism, sexism, and sexual objectification) and trauma symptoms among Women of Color (WOC). In addition, self-esteem was explored as a partial mediating variable in these links, and ethnic identity strength was proposed to buffer the negative relationship between multiple forms of oppression and self-esteem, and the positive relationship between oppressive experiences and trauma symptoms. Results suggested that self-esteem partially mediated the positive relationship between racist experiences and trauma symptoms, such that racism was related to lower self-esteem, which was then related to more trauma symptoms. Sexism and sexual objectification were directly linked with trauma symptoms. Moreover, average and high levels of ethnic identity strength buffered the positive link between racism and trauma symptoms. Consistent with an additive intersectionality framework, results demonstrate the importance of attending to multiple forms of oppression as they relate to trauma symptoms among WOC. (PsycINFO Database Record
Balsam et al., 2011) is a measure used to assess the insidious forms of discrimination, or microaggressions, sexual and gender minority Black and Indigenous people and people of color (BIPOC) experience in their daily lives. Despite its utility, the factor structure of the LGBT-PCMS has not been confirmed since its development. The present study examined the factorial validity of the LGBT-PCMS. In addition, three alternative sets of response categories based on other commonly utilized discrimination measures were explored. The three additional response categories examined frequency of microaggressions within the past year and across one's life, as well as participants' ratings of the stressfulness of the experience. The sample consisted of 314 sexual minority BIPOC college students (M age = 23.80) and was predominantly comprised of cisgender women (69%), African American/Black people (55%), and bisexual individuals (47%). Confirmatory factor analysis supported the fit of the original factor structure and the validity of the modified response categories. Bivariate correlations between the LGBT-PCMS scales and a measure of psychological distress provided evidence of construct validity. The findings provide further support for the psychometric validity and dimensionality of the original LGBT-PCMS, and it introduces three new ways to capture the intersectional forms of discrimination encountered by sexual minority BIPOC. Public Significance StatementThe current study provides further rigorous statistical support and evidence for researchers and clinicians to use the LGBT People of Color Microaggressions Scale. The study allows for more nuanced ways to capture the frequency (i.e., within the past year and lifetime) and appraisal of stress associated with intersectional forms of discrimination.
There is currently a lack of measures testing intraminority stress within gay men. Therefore, the current study sought to develop and psychometrically test the Gay-Specific Intraminority Stigma Inventory (G-SISI). Based on a content review of the literature and a panel of experts, a pool of items assessing gay men’s perceived exposure to a range of discriminatory attitudes from other gay men was generated. Utilizing a randomly split sample of 1723 gay men between the ages of 19 and 79 years, an exploratory factor analysis was first performed (n = 861). The remaining unexamined data were then used to conduct a confirmatory factor analysis (n = 862). The results support a six-factor model: (1) Age Stigma, (2) Socioeconomic Stigma, (3) Gay Non-Conformity Stigma, (4) Racial Stigma, (5) Gender Expression Stigma, and (6) Body Stigma. Cronbach’s alpha for the total scale was 0.90 and for the subscales ranged from 0.60 to 0.85. Sociodemographic factors and measures of community involvement were differentially associated with the G-SISI subscales, providing evidence of construct validity. The findings demonstrate initial support for the dimensionality and validity of the G-SISI, which targets modifiable factors (e.g., identity-based stigma) that may increase stress and reduce community coping resources among gay men with diverse identities.
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