Introduction: People with disabilities are under-represented among psychology faculty and graduate students and are more likely than their non-disabled peers to attrite from psychology graduate programs. They face numerous barriers in graduate training. Statement of the Problem: Teaching experience is a core experience for psychology graduate…

Background: Students with marginalized identities can experience identity threats in higher education. Instructors can help improve student outcomes by using identity safety cues (ISCs), which signal to marginalized groups that their identities are valued. Objective: The purpose of this study was to examine whether including ISCs in course syllabi…

Introduction: This paper merges two neglected components within the psychological sciences broadly and research methods courses specifically: Critical whiteness and qualitative methodologies. Statement of the Problem: In psychology programs, regardless of discipline, research courses remain one area where issues of race and racism, such as…

Introduction: Activities that illuminate the psychological underpinnings of privilege and oppression are an important part of social justice pedagogy. Statement of Problem: There are numerous issues with current simulations of privilege and oppression that leave social justice educators limited in the choice of activity. Literature Review:…

Introduction: The scholarship of teaching and learning (SoTL) should promote diversity, equity, inclusion, and social justice for the next generation of psychologists. Statement of the Problem: I worry that the SoTL propagates an exclusionary field that becomes increasingly irrelevant in our diverse society given that graduate curricula largely…

Introduction: This paper explores what praxis is and its importance for catalyzing social justice. Statement of the Problem: At times, psychologists have articulated the importance of bridging the researcher-activist divide via praxis, but progress in creating these bridges has been slow. Literature Review: We examine how praxis can be rooted in…

Introduction: We propose a visionary working model to normalize the pursuit of social justice praxis in educational psychology courses. Using our undergraduate course as an example, we discuss our roles as instructors, curriculum, and pedagogical strategies for forward progress. Statement of the Problem: Despite stated commitments to diversity,…

Introduction: As an organization with a 75-year history of supporting the teaching of psychology, the Society for the Teaching of Psychology (STP), which also operates as Division 2 of the American Psychological Association, has a significant influence on psychology learning and teaching. Statement of the Problem: In this article, four former STP…

Background: Little research has focused on teaching graduate-level diversity courses, particularly from the faculty standpoint. Such pedagogy calls for unique skills and contains many challenges. Objective: The purpose of the study was to better understand what works and what is needed to support instructors of graduate-level diversity courses, as…

Introduction: Since the 1990's, psychology has demonstrated a strong commitment to the full spectrum of human diversity (Vera & Speight, 2003). Statement of the Problem: However, psychologists from underrepresented backgrounds and diversity science (DS) remain marginalized in psychology (Syed & Kathawalla, 2020), which affects the ease…

Introduction: Although the development of graduate psychology trainees' multicultural competence is established to be a necessity, current training implicitly and explicitly centers White clinicians. Statement of the Problem: This orientation leads to inadequate opportunities for Black, Indigenous, and People of Color (BIPOC) trainees to access…

Background: This paper describes findings from research conducted on students who participated in a service-learning course in South Africa. Objective: The study aimed to understand how participants constructed their experiences of service-learning and to interrogate their emotional investments in these constructions. Method: Data were collected…

Introduction: APA's 2017 Multicultural Guidelines ask teachers to integrate diversity, equity, and inclusion (DEI) across the psychology curriculum. Statement of the Problem: However, there are few resources outlining best practices for DEI instruction outside of diversity/multicultural courses. Moreover, instructors for skill-based courses such…

Background: Previous research shows that Multicultural Psychology courses can produce significant improvements in students' cultural competence-related attitudes in in-person and online courses. Objective: We evaluated the impact of adding a skills-focused group assignment (i.e., Difficult Dialogues) to an online asynchronous Multicultural…

Background: During the past two decades, psychology has become a favorite school subject in many countries. This situation has led to studies on students' attitudes and perceptions of psychology as a secondary school subject. Objective: The purpose of this study was to compare motives for choosing psychology as a school subject among secondary…