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

Abstract

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.

Microaggression Detection Measurement Impact on White College Students’ Colorblindness

“…The research on cognitive diversity in this issue overwhelmingly measure White students in these studies due to local population which is limiting. These studies encourage the uplifting of voice (d3) by recommending the improvement of the introductory texts used in classes (Cramblet Alvarez et al, 2019), ways to better communicate the problems caused by microaggressions (Patterson & DomenechRodríguez, 2019;Smith & Percy, 2019), or strategies to improve professional identities of students of color (Cabrera et al, 2019).…”

“…In the present case, I will apply the DJS lens questions collectively to the research presented in this special issue. These manuscripts collectively represent research aimed at identifying conditions that people recognize as diverse contributions to the field (Cramblet Alvarez et al, 2019), measuring the impact of diversity training on microaggressions (Smith & Percy, 2019), examining the general perception of microaggressions (Patterson & DomenechRodríguez, 2019), explaining responses to antigay bullying (Katz & Klainberg, 2019), and advancing the diverse development of a research ers' identity (Cabrera, Hatch, & Lovell, 2019). This process should reveal the degree to which the corpus of papers in this issue adequately addresses the breadth and depth of DJS.…”

“…Beginning with the diversity questions, the articles in this special issue addressed distinct questions related to identity/demographic diversity (d1) and across distinct categories (race/ethnicity, gender, sexual preference). Each manuscript also addressed cognitive diversity (d2) with questions about how taking courses changed knowledge (Cramblet Alvarez et al, 2019;Patterson & DomenechRodríguez, 2019;Smith & Percy, 2019) or processes underpinning biased perceptions (Katz & Klainberg, 2019), and even the unique experiences which encourage professional identities for students of color (Cabrera et al, 2019). The research on cognitive diversity in this issue overwhelmingly measure White students in these studies due to local population which is limiting.…”