Ethnic minorities in the teaching of psychology.

Guzman, Lupita; Schiavo, Renata; Puente, Antonio E.

doi:10.1037/10120-008

Cited by 13 publications

(17 citation statements)

References 43 publications

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“…In summary, the historical absence of multicultural and diversity issues in school psychology training programs has produced concerns about the ability of school psychologists to provide competent service to minority populations (Bidell, Turner, & Casas, 2002). Graduate psychology programs have tried to address this problem through the recruitment of minority faculty and students (Atkinson, Brown, Casas, & Zane, 1996;Bernal & Castro, 1994;Guzman, Schiavo, & Puente, 1992;Hammond & Yung, 1993). These important issues have to be addressed seriously not only for the professional ethics of responding to diversity issues but also for the economic and professional survival of school psychology.…”

Section: Resultsmentioning

confidence: 97%

Achieving ethnic minority parity in school psychology

Zheng¹,

Bray²,

Kehle³

et al. 2004

Psychology in the Schools

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The article addresses the demographic characteristics of students in school psychology programs nationwide with respect to providing a rationale for the importance of increasing the proportion of minority school psychologists who are underrepresented. Emphasis on training culturally competent psychologists is reviewed within a historical context. Barriers impeding the graduate training of minority students in school psychology are delineated. Feasible strategies to recruit minority students and faculty are presented. The implications for training and practice are discussed. © 2004 Wiley Periodicals, Inc.The growing number of ethnic minorities in the United States presents a challenge to school psychologists and other mental health professionals who have been trained in assessment, counseling, consultation, and intervention strategies targeted primarily for European Americans. During the past decade, population growth rates have been the highest for Asian, Pacific Islander, and Hispanic individuals. It is expected that by the Year 2050, people of color will represent 50% of the United States' population (Hall, 1997; National Association of School Psychologists, 2003). Further, these trends have been reflected in the population of children enrolled in elementary and secondary schools (Loe, 2000).The majority of school-age children's primary languages is other than English. This demographic change requires new perspectives in the training of school psychologists and thus necessitates unique skills on their understanding of this population. This increase in the diversity of student bodies requires culturally and linguistically competent school psychologists. However, school psychology remains an ethnically homogeneous profession that nonetheless provides services to a diverse population of students and families (Loe, 2000).The paucity of minority students and faculty needs to be addressed. The purpose of this article is to address the shortages of minorities in school psychology. The first section briefly describes the historical emphasis on cultural diversity in psychology. The second section presents the current demographic characteristics of minority students and faculty. In the third section, barriers impeding the graduate training of minority students are described. The fourth section focuses on recruitment and retention of students and faculty from underrepresented populations. The fifth and final section covers the implication of ethnic diversity in training and practice of culturally competent school psychologists.

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Section: Resultsmentioning

confidence: 97%

Achieving ethnic minority parity in school psychology

Zheng¹,

Bray²,

Kehle³

et al. 2004

Psychology in the Schools

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“…Curricular cultural diversity. Guzman, Schiavo, and Puente (1992) chronicled the emergence of diversity in coursework throughout the undergraduate curriculum. Guzman et al suggested the importance of broadening existing coursework and making deliberate efforts to include minority psychologists and perspectives.…”

Section: Curriculummentioning

confidence: 99%

Quality benchmarks in undergraduate psychology programs.

Dunn

McCarthy

Baker

et al. 2007

American Psychologist

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Performance benchmarks are proposed to assist undergraduate psychology programs in defining their missions and goals as well as documenting their effectiveness. Experienced academic program reviewers compared their experiences to formulate a developmental framework of attributes of undergraduate programs focusing on activity in 8 domains: curriculum, assessment issues, student learning outcomes, program resources, student development, faculty characteristics, program climate, and administrative support. A continuum of performance was conceptualized for each attribute in each of the domains to characterize underdeveloped, developing, effective, and distinguished achievement for undergraduate programs. The authors hope to inspire a national conversation about program benchmarks in psychology in order to improve program quality, encourage more effective program reviews, and help optimally functioning programs compete more successfully for resources on the basis of their distinguished achievements.[A]lthough outcomes assessment and educational standards can aid in improving quality, in isolation they will fail. To succeed, they must be part of an integrated strategy with a heavy emphasis on the use of formative assessment for both teacher and learner.

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“…Kenneth B. Clark, an African American who previously served as the first Black on the APA Board of Directors, becomes the first person of color to become APA president (Pickren & Tomes, 2002;Street, 1994). In response to demands of the Black Psychiatrists of America, the National Institute of Mental Health (NIMH) Center for Minority Group Mental Health Programs is established with a focus on (a) funding investigator-initiated studies on the mental health concerns of ethnic minorities; (b) establishing and administering six research and development centers, each of which focuses on mental health needs of a particular racial/cultural group; and (c) initiating the Minority Fellowship Program, which provides funding to five professional associations including APA to administer minority fellowships for research and clinical training in psychiatry, psychology, psychiatric nursing, psychiatric social work, and sociology (Guzman et al, 1992;Parron, 1990). Publication of the first edition of Black Psychology edited by Reginald L. Jones, PhD, which heralds a proactive perspective of the psychology of African Americans.…”

Section: Tablementioning

confidence: 99%

“…Diana Slaughter on behalf of the SRCD Black Caucus prepares the first directory of some Black Americans interested in child development research, which lists 68 names. The APA Minority Fellowship Program is established, with funding provided by NIMH and Dalmas Taylor, PhD, as director (Comas-Diaz, 1990;Guzman et al, 1992). ABPsi publishes the first issue of the Journal of Black Psychology edited by William David Smith, PhD (Street, 1994).…”

Section: Tablementioning

confidence: 99%

The history and visions of African American psychology: Multiple pathways to place, space, and authority.

Holliday

2009

Cultural Diversity & Ethnic Minority Psychology

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The author describes the multiple pathways of events and strategies that served to nurture African American psychology in the United States. Special attention is given to strategies for inclusion and empowerment used in 4 psychological professional and scholarly associations: the American Counseling Association, the American Psychological Association, the Association of Black Psychologists, and the Society for Research in Child Development. In addition, the author describes 4 major intellectual traditions that informed not only the strategies of inclusion but also the theoretical, research, and intervention perspectives and other professional and academic efforts of African American psychologists. Those perspectives are the Afrocentric/African-centered tradition derived from longstanding nationalist/Pan-African and culturally centered traditions within African American communities; the social contextual/multidisciplinary research tradition of the University of Chicago School of Social Science; the empirical social science research tradition of the University of Michigan; and the Black scholar/activist tradition of Howard University. This article also presents a chronological timeline of major events in the history of African American psychology.

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Ethnic minorities in the teaching of psychology.

Cited by 13 publications

References 43 publications

Achieving ethnic minority parity in school psychology

Achieving ethnic minority parity in school psychology

Quality benchmarks in undergraduate psychology programs.

The history and visions of African American psychology: Multiple pathways to place, space, and authority.

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