Exemplary efforts in psychology to recruit and retain graduate students of color.

Abstract

Many psychology departments are striving for a greater representation of students of color within their graduate preparation programs with the aim of producing a more diverse pool of psychological service providers, scientists, and educators. To help improve the minority pipeline in psychology, the authors identify and describe recruitment and retention strategies used at 11 departments and programs considered to be making exemplary efforts to attract and retain minority students of color. The strategies most consistently used included engaging current minority faculty and students in recruitment activities, offering attractive financial aid packages, having faculty members make personal contacts with prospective students, creating linkages with historical institutions of color, having (or approached having) a critical mass of faculty and students of color, offering a diversity issues course, and engaging students in diversity issues research. Despite the similarities, the programs and departments were each distinctive and innovative in their overall approaches to student recruitment and retention. Highlighting the strategies used at successful institutions may help others develop plans for improving the minority pipeline within their own departments and programs.

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

“…Similar to its impact on the recruitment process, a critical mass of faculty and students of color has been repeatedly linked with the success of diverse students in higher education settings (Davis 2002;Moradi and Neimeyer 2005;Rogers and Molina 2006). Having a significantly diverse faculty can help to mitigate hostile academic environments, which include negative stereotyping and lowered expectations for students of color (Niemann and Maruyama 2005;Trower and Chait 2003).…”

“…The faculty may also use the assessment as an opportunity to compare their admissions procedures to the growing body of literature that has identified the most effective approaches for increasing the diversity of student bodies (e.g., Quarterman 2008;Rogers 2006;Talleyrand et al 2006). Applying flexible and thoughtful admissions criteria that focus on applicants' potentials for success and that place more emphasis on letters of recommendation, personal statements, socioeconomic status, and previous experiences instead of standardized test scores and grade point averages have been identified as key admissions strategies for increasing student diversity (Rogers and Molina 2006). The implementation of these strategies requires counselor educators to gather, retain, and evaluate admissions demographic data on a regular basis.…”

“…For instance, having a critical mass of racially and culturally diverse students and faculty has long been identified as a key factor in attracting diverse applicants (Guiffrida and Douthit 2010;Ponterotto et al 1995;Talleyrand et al 2006). Other characteristics of graduate programs that demonstrate successful recruitment of diverse students include attractive financial aid packages, personal contact between faculty and prospective students, involvement of diverse faculty and students in the recruitment process, follow-up phone calls, and faculty members who conduct research focused on racial/ethnic and LGB issues (Bidell et al 2006;Rogers and Molina 2006).…”

“…The availability of financial aid is also consistently identified as one of the most important factors associated with the retention of students of color (Quarterman 2008;Rogers and Molina 2006). Other strategies that have been shown to aid in the retention of diverse students include: (a) a uniform commitment to diversity and multiculturalism among faculty; (b) the infusion of diversity-focused efforts across curriculum, policies, procedures, and faculty research; (c) opportunities for students of color to collaborate with faculty on diversity related research and teaching activities; and (d) systematic processes for integrating students of color into academic and social networks (Davidson and Foster-Johnson 2001;Guiffrida and Douthit 2010;Rogers and Molina 2006;Vasquez and Jones 2006).…”

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

“…Instead of waiting for members of marginalized groups to find the field, SCRA should seek out promising undergraduate and graduate students. Such recruitment may be most effective when done by members of similar backgrounds (Rogers & Molina, 2006). Addressing the retention of students and faculty in the field is also important.…”