Minority students of color and the psychology graduate pipeline: Disquieting and encouraging trends, 1989-2003.

Abstract

Trends since 1989 in the minority graduate pipeline in psychology are examined, with special focus on trends in recent years. Encouraging trends generally outweigh troubling ones at lower levels of the pipeline. However, in recent years disquieting trends dominate at the higher pipeline levels. Promising trends include a rise in the percentage (to nearly 25%) of minority psychology students receiving the bachelor's degree and a rise to more than 20% receiving the master's degree. Troubling trends include the stalling of growth in minority PhD degree receipt since 1999 and the lack of growth in the percentage of African American and Hispanic/Latino(a) students entering PhD departments. Given the mixed findings, one of the highest priorities for psychology must be continued and persistent efforts to develop practices and policies that enhance recruitment, high levels of achievement, and degree receipt for students of color.

Clinical psychology students' perceptions of diversity training: a study of exposure and satisfaction

“…The proportion of ethnic minority students in this sample (28.3%) was higher than estimates of the proportion of ethnic minority students entering doctoral psychology programs. Maton and colleagues (Maton, Kohout, Wicherski, Leary, & Vinokurov, 2006) calculated that only 20% of students who entered PsyD programs and 22.1% of students who entered PhD programs in 2003 were ethnic minorities. More than a quarter (n 5 131; 27%) of students in the current study identified as belonging to another underrepresented group (i.e., other than ethnicity/race).…”

Personal lineages and the development of community psychology: 1965 to 2005

“…SCRA may also further promote mentoring programs targeted at marginalized groups (perhaps taking place all year round, not just at Biennial Conferences). Such programs must be proactive and address various levels of training (Maton et al, 2006). Instead of waiting for members of marginalized groups to find the field, SCRA should seek out promising undergraduate and graduate students.…”

“…These trends are particularly encouraging as other fields of psychology struggle to recruit and retain ethnic minority members (Commission on Ethnic Minority Recruitment, Retention, and Training in Psychology [CEMRRAT], 1997;Pickeren, 2004). In an article published in the American Psychologist, Ken Maton and his colleagues reported that ethnic minorities are less likely than non-minorities to enter or finish a doctoral program in psychology (Maton, Kohout, Wicherski, Leary, & Vinokurov, 2006). In addition, it seems that ethnic minorities face additional barriers in attaining positions of prestige in psychology.…”

“…One index of this is to examine the representation of ethnic minorities in faculty positions. Ethnic minorities are substantially underrepresented compared to the general population, and this discrepancy grows as academic rank increases such that very few ethnic minorities reach full professor status (Maton et al, 2006). Thus, findings of the genealogy provide some evidence that community psychology is more inclusive than APA in general.…”

Attending to Diversity Representation Among Council for Accreditation of Counseling and Related Educational Programs (CACREP) Master’s Programs: A Pilot Study

“…The primary thrust of such research has been due to a critical awareness that disparities in educational outcomes between Whites and racially/ ethnically diverse groups continue to plague the U.S. (Niemann and Maruyama 2005). Additionally, having racially diverse student bodies in mental health training programs is critically important because of the need to serve effectively an increasingly multicultural, and internationally-born, client base in the U.S. (Maton et al 2006).…”