Interview with a Psychologist: Representing Marginalized Psychologists and Diversity Science in Psychology Coursework

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.