Social Justice Pedagogy: Diversity, Equity, and Inclusion in the Teaching of Psychology

Mena, Jasmine A.

doi:10.1177/00986283221130697

Cited by 3 publications

(2 citation statements)

References 19 publications

(18 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Dyslexic students entering higher education (Richardson, 2021). The relevance of this issue in the context of higher education is supported by recently published documents reflecting this increasing diversity (American Psychological Association, 2021; Mena, 2022) and reviews already conducted. However, many of these reviews issuing dyslexia do not reflect the latest research data, as they were published nine or more years ago (e.g., Murphy, 2009;Majumder et al, 2010;MacCullagh, 2014;Pino and Mortari, 2014), some focus on dyslexic students only in the context of a specific region (e.g., Asia: Majumder et al, 2010;Australia: MacCullagh, 2014), a specific field (Murphy, 2009;Majumder et al, 2010), or integration into the university environment (Pino and Mortari, 2014).…”

Section: Introductionmentioning

confidence: 90%

Dyslexia in higher education – teacher’s perspective: scoping review

Černickaja,

Sokolová

2024

Front. Educ.

View full text Add to dashboard Cite

The experience of dyslexic students is influenced by the beliefs, knowledge, attitudes, and practices of their teachers at all levels of education, including the university. The purpose of this review is to explore the empirical knowledge of dyslexic university students from the point of view of their teachers. Following the PRISMA guidelines, 12 studies (out of the 771 retrieved from 5 main relevant databases) met the inclusion criteria. Reflexive thematic analysis was used to analyze the included studies. Three main themes were identified: dyslexia = gray area; “inclusive university”; and practical training is necessary. In conclusion, awareness of dyslexia among university teachers is sufficient, and their attitudes toward dyslexic students are mostly positive, while expressing some concerns, which would deserve closer examination directly in practice. Higher education teachers would appreciate practical training to acquire skills to work with students with dyslexia. These trainings have the potential to increase the self-efficacy of teachers and thus overall support the well-being not only of teachers but also of dyslexic students. This study advances the existing literature on dyslexia in higher education by adding the point of view of higher education teachers. Based on the results of this study, it is clear that universities should provide more support to their teaching staff, including guidance and practical training, so that their courses could become inclusive and welcoming for all students (including students with dyslexia).

show abstract

Section: Introductionmentioning

confidence: 90%

Dyslexia in higher education – teacher’s perspective: scoping review

Černickaja,

Sokolová

2024

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…Looking at EDI transformations collaboratively, Mena et al (2023) describe the EDI collaborative curricular transformation in psychology model. They offer strategies for transitioning from individual to collaborative efforts to support EDI and advocate for a multilevel approach to integrating EDI values at all levels (individual, department, and administration).…”

Section: What Is In This Special Issue?mentioning

confidence: 99%

Promoting scholarship on equity, diversity, and inclusion in the teaching of psychology.

Fuentes,

Haynes Mendez,

Sathy

2023

Scholarship of Teaching and Learning in Psychology

View full text Add to dashboard Cite

Integrating Critical Content into an Undergraduate Research Methods Course to Support Student Learning Outcomes

Calderon,

Hines

2023

Teaching of Psychology

View full text Add to dashboard Cite

Background Undergraduate students have reported low utility for research. Drawing from the literature about motivation and culturally relevant and responsive education, we framed psychological research methods as a social justice tool to enhance learners’ understanding of racial inequality and valuing of course content. Objective Two instructors infused critical methods content throughout their undergraduate psychological research methods courses to increase students’ perceptions of systemic racism in research, multicultural perspective taking, and motivation toward the course. Method Undergraduate students’ attitudes were measured at the beginning and end of the semester using an anonymous online survey. The critical research methods content was integrated throughout the semester. Results Effect sizes provided marginal support for increased awareness of systemic racism in research and multicultural perspective-taking. Results also indicated that students who more strongly perceived research as a social justice strategy reported greater valuing of research, and those who perceived higher value reported greater intentions to pursue research in the future. Conclusion Results provide proof of concept for critical methods content in facilitating undergraduate students’ critical awareness and engagement with psychological research methods.   Teaching Implications Teachers can utilize critical content to support students’ critical engagement and goal setting within their learning contexts.

show abstract

Social Justice Pedagogy: Diversity, Equity, and Inclusion in the Teaching of Psychology

Cited by 3 publications

References 19 publications

Dyslexia in higher education – teacher’s perspective: scoping review

Dyslexia in higher education – teacher’s perspective: scoping review

Promoting scholarship on equity, diversity, and inclusion in the teaching of psychology.

Integrating Critical Content into an Undergraduate Research Methods Course to Support Student Learning Outcomes

Contact Info

Product

Resources

About