Diversity Topics Covered in Teaching of Psychology Courses

Boysen, Guy A.

doi:10.1177/0098628311401593

Cited by 17 publications

(27 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Unfortunately, not all college teachers receive preparation in pedagogy, and some evidence suggests that even those who do receive teacher training are unlikely to spend much time on classroom diversity issues (Boysen 2011). Given the frequency with which students report noticing subtle forms of bias in the classroom ), it seems that preparation of college teachers should include some basic microaggression content.…”

Section: Discussionmentioning

confidence: 99%

Teacher and Student Perceptions of Microaggressions in College Classrooms

Boysen

2012

College Teaching

Self Cite

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

Teacher and Student Perceptions of Microaggressions in College Classrooms

Boysen

2012

College Teaching

Self Cite

View full text Add to dashboard Cite

“…Addressing contents that matter for the students and reflect the challenges, which they are confronted with in their everyday lives, seems to be of particular importance, in this framenot only in terms of student motivation but also in terms of recognition and inclusion of the diverse student voices in the psychology curriculum (cf. Boysen, 2011).…”

Section: Learning About Cultural Identities Is "Intriguing"mentioning

confidence: 99%

“…Engaging with readings and course materials is quite challenging for students from diverse ethnic, racial, and low socio-economic backgrounds in general, as they are less familiar with the academic reading and writing styles than the students from white and middle or upper socio-economic backgrounds, as we know from the relevant literature (Burke, 2012; Richardson, 2008). Addressing contents that matter for the students and that reflect the challenges they are confronted with in their everyday lives, seems to be of particular importance in this frame—not only in terms of student motivation but also in terms of recognition and inclusion of the diverse student voices in the psychology curriculum (see Boysen, 2011).…”

Section: Learning About Cultural Identities Is “Intriguing”mentioning

confidence: 99%

De-centring the psychology curriculum: Diversity, social justice, and psychological knowledge

Kontopodis

Jackowska

2019

Theory & Psychology

View full text Add to dashboard Cite

The psychology curriculum has close ties to the histories and cultural traditions of industrialised societies’ white middle-class populations, so it is unclear how it may reflect the interests and values of students from a variety of ethnic, racial, and socio-economic backgrounds in contemporary higher education settings. To address this question, we established an innovative research project of de-centring the psychology curriculum, so that BA students from diverse backgrounds could familiarise themselves with cultural-historical, postcolonial, feminist, and other critical psychological approaches as well as reflect on the histories, contexts, and epistemologies of classic developmental psychological theories and research. We conducted focus group discussions with the students to explore their views on the introduced contents and approaches. The findings of our research form the basis for critical reflection on the possibilities and challenges of de-centring the psychology curriculum in contemporary university settings.

show abstract

“…Integrating diverse student voices in the writing and feedback process can improve the accessibility, resonance, and multicultural competence of the material. In the past decade, the American Psychological Association has aimed to increase diversity representation in curriculum (Boysen, 2011;Nguyen Littleford, 2013). Textbooks and curriculum should include representation across multiple aspects of cultural identities (e.g., racial/ethnic, gender, sexual orientation, first generation).…”

Section: Scholarship and Book Writingmentioning

confidence: 99%

Scholar Identity Development: A Book Writing Journey and Tips for Undergraduate Mentors

Cabrera¹,

Gilmour²,

Lovell³

2019

PsiChiJournal

View full text Add to dashboard Cite

Through her leadership and commitment to diversity, she has made the Journal and Psi Chi an even better organization. Following her lead, Psi Chi Journal has implemented a diversity statement and is committed to supporting this statement and standards. Dr. Domenech Rodríguez has left a long lasting impact on Psi Chi-one that we can all be proud of. ABOUT PSI CHI Psi Chi is the International Honor So ci ety in Psychology, found ed in 1929. Its mission: "recognizing and promoting excellence in the science and application of psy chol ogy." (Note. Our new mission statement is available at http://www.psichi.org/?page=purpose) Mem ber ship is open to undergraduates, graduate students, faculty, and alumni mak ing the study of psy chol ogy one of their major interests and who meet Psi Chi's min i mum qual i fi ca tions. Psi Chi is a member of the As so cia tion of Col lege Honor So ci et ies (ACHS), and is an affiliate of the Ameri can Psy cho logi cal As so cia tion (APA) and the Association for Psy cho log i cal Science (APS). Psi Chi's sister honor society is Psi Beta, the na tion al honor society in psychology for com mu nity and junior colleges. Psi Chi functions as a federation of chap ters located at over 1,150 senior col leg es and universities around the world. The Psi Chi Central Office is lo cat ed in Chatta nooga, Ten nessee. A Board of Directors, com posed of psy chol o gy faculty who are Psi Chi members and who are elect ed by the chapters, guides the affairs of the Or ga ni za tion and sets pol i cy with the ap prov al of the chap ters. Psi Chi membership provides two major opportunities. The first of these is ac a dem ic rec og ni tion to all in duc tees by the mere fact of mem ber ship. The sec ond is the opportunity of each of the Society's local chapters to nourish and stim u late the pro fes sion al growth of all members through fellowship and activities de signed to augment and en hance the reg u lar cur ric u lum. In addition, the Or ga ni za tion provides programs to help achieve these goals including con ven tions, research awards and grants competitions, and publication opportunities. JOURNAL PURPOSE STATEMENT The twofold purpose of the Psi Chi Journal of Psychological Research is to foster and reward the scholarly efforts of Psi Chi members, whether students or faculty, as well as to provide them with a valuable learning experience. The articles pub lished in the Journal represent the work of under graduates, graduate students, and faculty; the Journal is dedicated to increas ing its scope and relevance by accepting and involving diverse people of varied racial, ethnic, gender identity, sexual orientation, religious, and social class backgrounds, among many others. To further support authors and enhance Journal visibility, articles are now available in the PsycINFO ® , EBSCO ® , Crossref ® , and Google Scholar databases. In 2016, the Journal also became open access (i.e., free online to all readers and authors) to broad en the dissemination of research across the psychological science community.

show abstract

Diversity Topics Covered in Teaching of Psychology Courses

Cited by 17 publications

References 20 publications

Teacher and Student Perceptions of Microaggressions in College Classrooms

Teacher and Student Perceptions of Microaggressions in College Classrooms

De-centring the psychology curriculum: Diversity, social justice, and psychological knowledge

Scholar Identity Development: A Book Writing Journey and Tips for Undergraduate Mentors

Contact Info

Product

Resources

About