Interview with a Psychologist: Representing Marginalized Psychologists and Diversity Science in Psychology Coursework. (April 2023)

• Record Type: Journal Article
• Authors: Fish, Jillian
• Other Names: Mena Jasmine A. guest-editor.; Borrego Joaquin guest-editor.; Pittman Delishia M. guest-editor.
• Is Part Of: Teaching of psychology. Volume 50:Number 2(2023)
• Page Start: 148
• Page End: 155
• Publication Date: 2023-04
• Subjects: representation -- curriculum -- diversity science -- marginalization -- psychology courses; Psychology -- Study and teaching (Higher) -- Periodicals; 150.711
• DOI: 10.1177/00986283211069076
• Languages: English
• ISSNs: 0098-6283

Abstract

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 with which instructors can integrate diversity into psychology curricula and student learning. Literature Review: Accordingly, this paper provides instructors with a potential solution for increasing the representation of marginalized psychologists (MP) and DS in psychology courses through the Interview with a Psychologist project. This project was informed by the interdisciplinary psychological literature highlighting the importance of representing marginalized communities and their experiences in the classroom. Teaching Implications: The Interview with a Psychologist project is adaptable across academic settings. When implementing the project, instructors should be mindful of the minority tax on psychologists, avoid tokenism, and self-educate on diversity-related issues. Conclusions: As psychology departments pursue institutional efforts to diversify the field of psychology, the Interview with a Psychologist project ensures MP and DS are well-represented in psychology courses.