No abstract

Background: Access to professors willing and trained to teach courses related to specific ethnic groups may be difficult for many universities to provide. This may partially explain why many psychology departments do not offer undergraduate courses that focus on the unique perspectives of specific ethnic groups. Objective: This study offers practical suggestions for instructors in promoting inclusivity within the classroom detailed though perceptions of students. Method: Focus groups were conducted with 27 students within four ethnic-specific courses. Focus groups were divided into comparison groups: 1) those that ethnically matched the course material and 2) those that did not. Results: Ethnic-specific coursework provides space to address systemic issues. Implications from ethnic matching, inclusion efforts within the classroom, and building a class community are discussed. Conclusions: Diversity, equity, and inclusion efforts are supported when departments offer ethnic-specific courses. The trust and communication with students are improved by constructing effective course frameworks. Teaching Implications: We inform the development and implementation of ethnic-specific psychology courses by highlighting practical considerations for instructors of varying ethnic backgrounds. Instructors from varied backgrounds can effectively teach these courses but having applied experiences and research related to specific ethnic groups is essential in developing trust and communication with students.

How do the national origins of peacekeepers influence peacekeeping operations’ success? We argue that peacekeeping operations better protect civilians when a higher percentage of peacekeepers come from geographically proximate countries. These peacekeepers have been exposed to similar societal and cultural norms and are more invested in preventing conflict diffusion. Peacekeepers from proximate countries can better collect and analyze intelligence, are more effective at separating combatants, and are therefore more successful at protecting civilians. In making this argument, we also challenge the theory that diversity in a peacekeeping operation matters. We find support for both our mechanisms and show that the importance of diversity may have been overstated. Where a peacekeeping operation is present in civil conflicts, if a quarter of its personnel come from proximate countries, then all things being equal, it would completely prevent civilians dying. The results show policymakers the importance of recruiting peacekeepers from countries near to conflicts.

No abstract

No abstract