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

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. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Increasing the number of psychologists of color: Public policy issues for affirmative diversity.

This article identifies the key issues involved in the debate about affirmative action. The June 2003 Supreme Court decisions allowing consideration of race to ensure that there is a "critical mass" of African American, Latino/Latina, and Native American applicants to higher education are addressed. Social psychologists have identified key myths and provided clarifications about the need for and consequences of strategies used to promote equal opportunity for persons of color and women. A brief history of affirmative action and of the problems it was designed to solve is provided. The accomplishments, benefits, and compelling interest of diversity and affirmative action are described, as well as the concerns and counterpoints. The lack of a substantial applicant pool in psychology hinders progress toward diversity. Alternative strategies for remedying this lack beyond affirmative admissions policies in psychology are briefly discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Exemplary Efforts in Psychology to Recruit and Retain Graduate Students of Color": Correction.

Reports an error in the original article by Margaret R. Rogers and Ludwin E. Molina (American Psychologist, 2006, Vol.61, No. 2, pp.143-156). Two corrections should be made to Tables 1, 2, and 3. First, Southern Illinois University at Carbondale was incorrectly referred to as "University of Southern Illinois at Carbondale". Second, there are two clinical psychology programs at the University of Virginia. The program included in the sample for the study was the one located in the Department of Psychology at the University of Virginia. (The following abstract of this article originally appeared in record 2006-01690-004). 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. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Selective citation mars conclusions about test validity and predictive bias.

Comments on the article by Vasquez and Jones (see record 2006-01690-003), in which they put forward the argument that standardized tests do not evaluate much of anything worthwhile and do not assess merit. The current authors argue that Vasquez and Jones support their argument only through highly selective citations from the literature, and they discuss Vasquez and Jones' evidence for both predictive validity and predictive bias in educational and employment settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Diversity is a compelling interest, and affirmative action is an important strategy for achieving it.

Responds to comments made by Pipes (see record 2007-01685-011) and Kuncel and Sackett (see record 2007-01685-012) on the current authors' original article (see record 2006-01690-003). The current authors respond to the various points raised in the commenting articles, and suggest that diversity is a compelling interest and affirmative action is one means of achieving it. They stand by their original challenge, with the caveat that they do recognize that some tests may predict certain educational outcomes with similar reliability across diverse populations. They suggest that an increase in diversity in psychology would promote a robust exchange of ideas and would be of value to all. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Critique and metacritique in psychology: Whence and Whither.

Do mainstream psychologists think critically? And are the many critiques of the mainstream made by its (theoretical and philosophical psychology) critics “on target”? Answering both questions (critical and metacritical, respectively) requires consensus about what critical thinking consists in, and there seems to be little consensus in sight. I begin by accepting Slife, Yanchar, and Reber's (2005) claim that “rigorous thinking” itself is insufficient for critical thinking in and about psychology, and I then consider various suggestions made by critics of the mainstream about thematic assumptions (or content categories) that should be included in critical thinking about the mainstream. After identifying three areas of mainstream research in which some of these assumptions seem to have been challenged from within the mainstream, I conclude by considering how both critique and metacritique may be combined, repositioned, and/or recontextualized, to advance the important cause of (meta) critical thinking in and about psychology. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Distinguished career contributions to education and training in psychology: Stanley F. Schneider.

Presents the citation, biography, and selected bibliography for Stanley F. Schneider, the 1988 recipient of the American Psychological Association's Award for Distinguished Career Contributions to Education and Training in Psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Award for distinguished contribution to education and training in psychology: Jill N. Reich.

Presents the citation, biography, and selected bibliography of Jill N. Reich, one of the 1993 recipients of the American Psychological Association's Award for Distinguished Contribution to Education and Training in Psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Award for distinguished career contributions to education and training in psychology: Rex Lloyd Forehand.

Presents the citation, biography, and selected bibliography for Rex Lloyd Forehand, the 2008 recipients of the American Psychological Association's Award Award for Distinguished Career Contributions to Education and Training in Psychology. An article by Forehand is also presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Award for distinguished career contributions to education and training in psychology: Richard M. Suinn.

The Awards for Distinguished Education and Training Contributions are given by the Education and Training Awards Committee in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. Each year the committee presents two of these awards. The Distinguished Career Contribution Award recognizes continuous significant contributions made over a lifelong career in psychology; the Distinguished Contribution Award recognizes a specific but major contribution to education and training. The 1993 recipient of the Award for Distinguished Career Contributions to Education and Training in Psychology is Richard M. Suinn. Suinn's citation, biography, and selected bibliography are presented here. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rosemary E. Phelps: Award for distinguished contributions to education and training in psychology.

The American Psychological Association 2010 Award for Distinguished Contributions to Education and Training in Psychology was awarded to Rosemary E. Phelps, for her long-term commitment to the development of the Preparing Future Faculty program, her recruitment and retention of students of color, and her work in racial and ethnic identity development. Rosemary E. Phelps’s focus on the scholarship of teaching in higher education and her research on the academic experiences of students and faculty across multiple professional endeavors, including race-related stress, are singular in their impact and implication. Her incorporation of advocacy as a core professional skill and the application of her work to other professions have opened up new avenues for understanding multicultural training factors and graduate scholarship. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguished contributions to education and training in psychology: Leonard Bickman and Joseph Grosslight.

Presents the citations, biographies, and selected bibliographies for Leonard Bickman and Joseph Grosslight, the 1988 joint recipients of the American Psychological Association's Award for Distinguished Contributions to Education and Training in Psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Jessica Henderson Daniel: Award for Distinguished Contributions to Education and Training in Psychology.

Announces Jessica Henderson Daniel as a recipient of the Award for Distinguished Contributions to Education and Training in Psychology for 2002. A biographical statement is included, along with major works and contributions for the field. Daniel received this award for her career in instruction and training in psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Michael C. Roberts: Award for Distinguished Contributions to Education and Training in Psychology.

Presents a citation for Michael C. Roberts, who received the Award for Distinguished Contributions to Education and Training in Psychology "for his dedication to the education, training, and mentoring of psychologists from undergraduate study through professional career." Accompanying the citation are a brief profile and a selected bibliography, as well as Roberts' award address, entitled Essential Tension: Specialization With Broad and General Training in Psychology (see record 2006-21079-027). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Award for Distinguished Contributions to Research in Public Policy: Susan D. Cochran.

Susan D. Cochran received the 2001 Award for Distinguished Contributions to Research in Public Policy. She was given this award for her research and writing on the psychosocial variables that affect the mental and physical health of stigmatized and ethnic minority populations. Her scholarly research and writing have been utilized to change guidelines for HIV prevention, helping elucidate factors for successful national HIV campaigns. Her work has consistently sought to focus both psychology and public health on the physical and mental health concerns of vulnerable populations. In doing so, she has effectively used the tool of research to positively impact public policy. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The application of the Canadian Code of Ethics for Psychologists to teaching: Mandatory self-disclosure and alternatives in psychology courses.

In recent decades, we have made significant progress in the area of the ethical conduct of research. However, it appears that parallel progress with respect to our ethical responsibilities in the teaching arena has not kept pace with that made in the research area. The focus of this article is on the use of self-disclosure as a mandatory component of psychology courses. Issues such as competence, perceived coercion, confidentiality, conflict of interest, and others are addressed. Our Canadian Code of Ethics for Psychologists is examined with a view to arriving at decisions on these issues that will be beneficial to most students and not endanger some other students. Viable alternatives to mandatory self-disclosure are presented. (PsycINFO Database Record (c) 2011 APA, all rights reserved)