Integrating Gender and Ethnicity into Psychology Courses

Madden, Margaret E.; Hyde, Janet Shibley

doi:10.1111/j.1471-6402.1998.tb00138.x

Cited by 11 publications

(13 citation statements)

References 42 publications

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“…Introducing female exemplars into an educational curriculum where they are not anticipated has the potential to disrupt students’ automatic stereotypes about women and thus the educational and occupational choices that are conceivable to them. Many feminist educators have offered useful strategies for integrating marginalized groups into mainstream curricula (Ginorio & Martinez, 1998; Madden & Hyde, 1998; Okazaki, 1998; Warren, 1989; Worell, Stilwell, Oakley, & Robinson, 1999; Wyer et al, 2007). However, these suggestions have yet to be widely adopted in mainstream course content (Stewart, Cortina, & Curtin, 2008), and the effects of introducing curricular material about women remain largely untested (Wyer et al, 2007).…”

Section: Identifying With the Curriculummentioning

confidence: 99%

“Thinking She Could be the Next President”: Why Identifying with the Curriculum Matters

Rios

Stewart

Winter

2010

Psychology of Women Quarterly

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Researchers have demonstrated that Women's Studies courses can influence changes in beliefs about women, yet there is relatively little research on the impact of introducing material about women into mainstream curriculum. The current study examines the effects of introducing women exemplars into a course that is not identified as "Women's Studies." Students enrolled in a political psychology course all attended the same lectures and were assigned the same readings; however, one-third of the discussion sections received a gender-inclusive curriculum. As hypothesized, female students in the gender-inclusive sections wrote more frequently about women and leadership in their final exams, including the positive influence of female leaders on their own identities in terms of leadership and career opportunities. These findings suggest that female college students benefit significantly from female exemplars in mainstream course curriculum.

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Section: Identifying With the Curriculummentioning

confidence: 99%

“Thinking She Could be the Next President”: Why Identifying with the Curriculum Matters

Rios

Stewart

Winter

2010

Psychology of Women Quarterly

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“…Incorporating multiculturalism and diversity into the educational process has become a major challenge not only for individual educators and supervisors but for the entire educational system as well. There is little doubt that the curriculum of psychology is woefully inadequate in its coverage of racial and ethnic minorities, women, sexual minorities, and the disabled (Chin & Russo, 1998;Conti & Kimmel, 1993;Fine & Asch, 1988;Madden & Hyde, 1998;Simoni, 1996). As a result there is the danger that culturally different students may feel oppressed and alienated or may develop a perspective that evaluates their own cultural group, gender, or sexual orientation as being less than desirable (Highlen, 1994; D. W. Sue & Sue, 1999).…”

Section: Theme Five: Teaching Multiculturalism and Diversitymentioning

confidence: 99%

The diversification of psychology: A multicultural revolution.

Sue¹,

Bingham²,

Porche-Burke³

et al. 1999

American Psychologist

246

207

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T he National Multicultural Conference and Summit (NMCS) was held in January 1999 in Newport Beach, California. Hosted by the American Psychological Association's (APA's) Division 17, Counseling Psychology; Division 35, Society for the Psychology of Women; and Division 45, the Society for the Psychological Study of Ethnic Minority Issues, the two-day series of keynote addresses, symposia, and forums brought together some of the most well-known multicultural scholars and practitioners in the field to (a) examine state-of-the-art issues in ethnic minority psychology; (b) facilitate difficult dialogues on race, gender, and sexual orientation; (c) forge multicultural alliances for political action and advocacy; and (d) develop strategies for multicultural organizational change. The events of the summit are considered historic and revolutionary for several reasons.First, the idea for the NMCS arose from the election of the first Asian American president of APA (Richard Suinn) and the realization that five other persons of color were elected presidents of their respective APA divisions (Divisions 17, 35, 36, 44, and 45). l As individuals were chosen for leadership positions, we were presented with a three-year window of opportunity to make a meaningful difference in ethnic minority issues in the profession of psychology. For many years, the members of Divisions 17, 35, and 45 have been influential in addressing issues of racism, sexism, heterosexism, and other forms of prejudice and discrimination. Each of us saw a clear need to spearhead change by bringing together outstanding psychologists who have worked in the areas of race relations, diversity, and multiculturalism. Never before in the history of APA has such a large number of multicultural experts been brought together to assess the current state of psychology with respect to its relevance to culturally different populations. In addition to the presenters, over 500 other psychologists and graduate students from throughout the nation attended the event.

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“…A minimum of two separate courses on the psychology of women and/or gender is recommended in order to provide a broad exposure to theories, applications, and feminist research projects at the undergraduate level (Chin & Russo, 1997), but the curricular offerings in undergraduate psychology departments have not kept pace with the ample research that would substantiate them (Madden & Hyde, 1998). The degree to which psychology of women courses are central to and valued in a primarily undergraduate curriculum, and the degree to which feminist faculty at 4-year colleges have the desire and freedom to teach these courses either in the psychology department or through established women's studies programs, were among our primary interests.…”

Section: Teaching and The Psychology Curriculummentioning

confidence: 99%

The Professional Lives of Women Psychologists at Small Colleges

Mooney¹,

Chrisler

Williams

et al. 2007

Sex Roles

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One hundred nine women faculty in psychology departments at small colleges through the United States responded to a survey about the benefits and challenges of establishing a career at a primarily undergraduate institution with an enrollment of 3,000 or fewer students. Participants reported high teaching and service loads, which made it difficult for them to spend time on their research and writing. Descriptions of campus climate were variablefrom supportive to very unsupportive of feminist teaching and scholarship. Despite the challenges, the majority of the participants had no regrets about their career paths. Advice to new women psychology faculty at small colleges is presented.The pipeline that was expected to carry a burgeoning number of women into senior faculty and administrative positions in higher education has not yet delivered as promised (White, 2005). In the field of psychology, women are now earning the majority of bachelor's, master's, and doctoral degrees, but the upper ranks of most academic psychology departments are still predominately staffed by men (Kite et al., 2001). Large numbers of women psychologists choose to practice psychotherapy or to work in other applied areas outside of academe. Moreover, those who select an academic career are less likely to join a faculty at a Research I University (Kite et al., 2001) than a faculty at a 4-year or community college, a pattern that broadly applies to women professors in other disciplines (White, 2005). One subset of these academic settings are colleges with undergraduate enrollments of 3,000 or fewer students. Because these small colleges enroll about 10% of college students across the United States, and approximately 8% of baccalaureate degrees earned at these institutions are in the psychology major, attention is warranted to the space afforded to gender issues in the undergraduate psychology curriculum and the support provided for the research agendas of feminist psychologists (Schuman, 2005).The American Psychological Association recently commissioned a Task Force on Women in Academe (see Fouad et al., 2000) to review the career progress of women psychology faculty and to make recommendations for improvement, but their comprehensive review presented

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Integrating Gender and Ethnicity into Psychology Courses

Cited by 11 publications

References 42 publications

“Thinking She Could be the Next President”: Why Identifying with the Curriculum Matters

“Thinking She Could be the Next President”: Why Identifying with the Curriculum Matters

The diversification of psychology: A multicultural revolution.

The Professional Lives of Women Psychologists at Small Colleges

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