Tag Archives: diversity

Students at a #blacklivesmatter die-in. There is a planned die-in across the country on April 4. (Image source: Author).

National Graduate Student in Psychology Die-In on April 4

Students at a #blacklivesmatter die-in. There is a planned die-in across the country on April 4. (Image source: Author).

Med students at a #blacklivesmatter die-in at Stanford University. There is a planned die-in across the country on April 4. (Image source: David Purger, PhD, Stanford University. Used with permission.)

Editor’s Note: This post is submitted by Luciano Lima, a doctoral student at the Illinois School of Professional Psychology at Argosy University, in Chicago, Illinois. APAGS does not have an official position on this event, and takes no responsibility for any actions that may result from one’s independent decision to participate. 

Open Letter to Graduate Students in Psychology

Over the past few years this country has experienced an upwelling of racial strife resulting from the deaths of numerous black men, boys, and women at the hands of police officers. In response, medical students throughout the country staged a coordinated nationwide Die-In protest against racial bias and violence, which included over 90 medical schools and thousands of students. I observed their activities with admiration and thought to myself, “Why can’t we do that? The reasons provided by the medical students for their protest are just as applicable to graduate students in psychology:

“Racial bias and violence are not exclusively a problem of the criminal justice system. As we have seen in Ferguson, Mo., New York, and countless other places, bias kills, sickens, and results in inadequate healthcare. As medical students, we must take a stand against the oppression of our black and brown patients, colleagues, friends, and family. By standing together at medical schools nationwide, we hope to demonstrate that the medical student community views racial violence as a public health crisis. We are‪#‎whitecoats4blacklives.”

Racial bias causes damage not only to the physical, but also the mental health of our clients. We are intimate witnesses to the psychological harm that results from police violence and racial profiling—from the teenager who is unjustly stopped and searched on a routine basis merely for possessing the wrong skin color, to the families, loved ones, and communities traumatized by senseless killings.

In the APA Ethics Code, a guiding principle of our profession is promoting the welfare and protection of the individuals and groups with whom psychologists work. The code also calls on psychologists to “respect and protect the civil and human rights” of our clients. When the welfare of our clients is jeopardized by racial discrimination, we are called to stand up and seek justice on their behalf. Towards this end, we are calling for a coordinated nationwide Die-In demonstration of graduate psychology students and others who are passionate about this cause.

The nationwide Die-In of graduate psychology students will be on Monday, April 4, 2016, the anniversary of the assassination of Martin Luther King, Jr.

We call on fellow students to take up the torch and organize Die-ins on their respective campuses. The Chicago branch of the Die-in will be meeting at Daley Plaza (50 W Washington St, Chicago, IL 60602) at exactly 5 p.m., central time. We will lay together in silence for 16 minutes, each minute representing one of the bullets fired into Laquan McDonald. Please bring signs and dress for the weather!

We have created a Facebook event page to help coordinate our activities.

We call on student leaders to spread the word throughout their programs, so that we can make a powerful statement of our values and vision for the future. Also, please share this letter on social media and email your friends and colleagues to help get the word out.

Your Fellow Students,

‪#‎psychologists4blacklives

For additional questions please contact Luciano Lima and Keisha-Marie Alridge.

If You Do One Thing to Encourage Girls of Color to Become Psychologists, Make It This

iampsyched_thunderclap

Not too long ago, psychology was a discipline dominated by white males. Change came slowly in the wake of the Civil Rights and Women’s Movements of the 1960s and ‘70s. But even before then, a few intrepid women of color entered the field of psychology and strove to change it (and the world) for the better. APA and partners will honor such luminaries at the upcoming “I am Psyched” event on Museum Day, March 12, 2016.

Women like Inez Beverly Prosser, Martha Bernal and Mamie Phipps Clark have made lasting contributions that benefit us to this day. Clark and her husband’s famous Doll studies were used in the Brown v. Board Supreme Court case that dismantled school segregation. 2014 MacArthur Fellow Jennifer Eberhardt’s research shows how subliminal images activate racial stereotypes, changing what and how people see. She uses her findings to raise awareness about stereotypes in the criminal justice system and in education.

Diversity doesn’t just mean including people who look different. It means bringing people with a variety of ideas and experiences together to enrich the processes by which we solve problems and make change. No one group has a monopoly on innovation. The achievements of these women of color demonstrate what is lost when psychology or any other field only speaks with one voice. They also show what good can happen when scientists work to give voice to the voiceless. We want these women’s inspiring stories to reach girls of color around the country so that they too can see themselves as forces for change.

The “I am Psyched” event is aimed at girls of color (ages 12-18) and will feature: 

  • A curated, interactive exhibit

The girls will be able to take a deeper look at the groundbreaking women of color who used psychology to make positive change. 

  • A live-streamed interactive discussion

 Your students can tune in to watch eminent women of color at various stages in their careers from across the spectrum of psychology discuss what inspires them about their field.  

  • Empowering activities for girls

They can engage in skills-building activities and share what they are passionate about.

Here’s the one thing you can do to help:

 Join the conversation

Use any of these hashtags – #IamPsyched, #MuseumDay, and #ImagineHer – to share your comments and photos on social media. Share why you were psyched to go into the field of psychology as a career. And if you are a woman of color, post a selfie and a comment on your area of expertise. It’s important for girls of color to realize that you are what a psychologist looks like and in you they can see themselves.

OK, we lied – there’s a second thing you can do:

Spread the word

It couldn’t be any easier. We are using a platform called Thunderclap to flood Facebook, Twitter and Tumblr with this important message.

“#IamPsyched to watch psychology’s past and present inspire girls of color on #MuseumDay (March 12), 1-4PM ET http://thndr.me/UFRft4

Thunderclap will automatically post this message to your Twitter, Facebook or Tumblr on March 12. It’s completely safe and only takes 5 seconds to do.

  1. Visit http://thndr.me/zcgEzL
  2. Click “Support with Twitter”, “Support with Facebook” or “Support with Tumblr”.
  3. Once you’ve added your support, please encourage your followers to join the Thunderclap by clicking one of the Facebook, Twitter or Tumblr icons at the bottom right.

We just need 100 supporters to get our message out. With your help, we can use psychology’s past and present to inspire today’s girls of color.

 

Living at the Intersection: Reflections on the Graduate Student Experience

Guest columnist: Craig

Describe an instance where you were “forced” to choose or represent one identity over another. How did you negotiate this instance? What did you learn from this experience?

As a life-long stutterer, I am often faced with a dilemma every time I speak with someone in both my personal and professional life: Do I align with my identity as a stutterer by speaking with repetitions, prolongations, and blocks, or do I maintain my fluency by speaking in a coherent, smooth, and consistent manner? This quandary is cognitively and emotionally present in all contexts that involve spoken language. Magnifying the difficult decision is the stutterers’ often keen ability to “hide” his dysfluency. Unlike other apparent identities, stuttering is more covert, often hidden under the guise of fluent speech. Thus, during conversations with others, I often ponder three questions: Do I disclose my stutter? Will the other person figure out I stutter? How long can I maintain fluent speech?

Much to my dissatisfaction, I will often conceal my stutter, in order to align with the identity of being a nonstutterer. This “false” identity is accompanied by a lack of disclosure, embarrassment and shame, following a concerted effort to talk in a manner that involves absolutely no repetitions, blocks, or prolongations. I recall one instance in which I chose to hide my stutter from a 14-year old male client. The client asked, “Mr. Craig, do you stutter?” I replied, “Um, no, I don’t. Sometimes I get caught on my words.”

I chose this response to avoid any discussion that may have revealed my true identity as someone who stutters. I quickly changed the subject without hesitation. In essence, the opportunity to be vulnerable with my client by revealing my own imperfections (stuttering) was quickly shut down to avoid my embarrassment and shame.

I learned an important and valuable lesson from this encounter. Being vulnerable with another person implies uncertainty, risk, and emotional exposure. However, it also provides an opportunity to forge deep bonds of affection toward another. I lost this opportunity with my 14-year old client. As I reflect on this experience, I realize that it is only through my imperfections and fallibility that I can be an effective therapist. This means that I may stutter when I talk with clients. It may take me a few more seconds to utter a sentence. I, like my clients, am not perfect. I mistakenly believed in that moment of response that my ability to maintain fluent speech was connected with my competency as a therapist. I now realize that this was a great misperception—to be an effective therapist means being comfortable with my own vulnerability. This means befriending my stutter with an open heart and genuine curiosity when it emerges in session. By doing so, I subtly invite my clients to also be vulnerable with their pain and suffering. After all, at the end of each session, both therapist and client are human, all too human.

This column is part of a monthly series highlighting the experiences of students and professionals with diverse intersecting identities and is sponsored by the APAGS Committee on Sexual Orientation and Gender Diversity and the Committee for the Advancement of Racial and Ethnic Diversity. Are you interested in sharing about your own navigation of intersecting identities in graduate school? We would be happy to hear from you! To learn more, please contact the chair of APAGS CSOGD: Julia Benjamin or APAGS CARED: James Garcia.

 

 

Living at the Intersection: Reflections on the Graduate Student Experience

Martyr MA PictureGuest columnist: Meredith A. Martyr, University of Minnesota – Twin Cities, Class of 2019

What social identities do you currently identify as most central to you? I identify as Pansexual, Feminist, and Cisgender Woman.

Progressing through my PhD coursework, I have become increasingly aware of my various identities and their impact on one another. Appearing as a cisgender woman, I am often assumed to be heterosexual by my classmates, professors, and colleagues. Appearing cisgender carries both a constant awareness of the privilege this provides me, and a continual reminder of the assumption that others make regarding my sexual orientation.

On one particular day, I was sitting in a doctoral seminar class discussing feminism in counseling psychology. Many of my classmates spoke very highly of feminism ideology and the “great progress” that has been made by the second wave feminist movement of the 1960-70’s. Identifying as pansexual and a feminist, I felt that it was pertinent in that moment to bring up the social oppression and silencing that occurred within the lesbian, bisexual, and pansexual communities at the hands of the cisgender second wave feminist movement. My classmates were confused by my critiques of second wave feminist ideology, and at that moment I felt it was important to share my sexual orientation in order to explain the conflicting appreciation and caution I have for the feminist movement. As I opened my mouth to share my pansexual identity, I feared hearing common microaggressions such as, “I never would have thought you would be pansexual,” “You don’t look like you would be into women,” or “I am relying on you to bring the gay perspective to this discussion.” Despite this fear, I experienced the compassion and increased self-awareness that can come from hearing and/or sharing a personal narrative. As I shared my narrative of how uplifting and restricting feminism could be for a pansexual individual, I felt an energy shift in the room from confusion to insight as my historically marginalized perspective was heard and acknowledged. It is my hope that by continuing to share my narratives, others may continue to develop a greater awareness regarding the fluidity of sexuality and gender.

I am appreciative and humbled by the openness, authenticity, and respect that I have received during my graduate education. The foundation that my graduate program has laid down has provided a space of safety and trust. The best advice I can pass on to others who have various intersecting identities would be to investigate the department’s involvement with different social justice movements and their approaches to working with a diverse set of identities. Additionally, I would recommend sharing your narratives only when you are ready or wish to do so. I would not have shared my intersecting identities with my professors and colleagues if I did not feel respected and safe within the academic environment created by my graduate program. As I move forward in my graduate training program, I look forward to expanding my own self-awareness and experiencing new opportunities to engage in meaningful and impactful discussions regarding the complexity of intersecting identities.

This column is part of a monthly series highlighting the experiences of students and professionals with diverse intersecting identities and is sponsored by the APAGS Committee on Sexual Orientation and Gender Diversity and the Committee for the Advancement of Racial and Ethnic Diversity. Are you interested in sharing about your own navigation of intersecting identities in graduate school? We would be happy to hear from you! To learn more, please contact the chair of APAGS CSOGD (Julia Benjamin, jzbenjam@gmail.com) or CARED (James Garcia, jjg0136@gmail.com).

Living at the Intersection: Reflections on the Graduate Student Experience

Bianca poindexter

Bianca Poindexter

Guest columnist: Bianca Poindexter, Northeastern University, Class of 2015

What social identities do you currently identify as most central to you? I identify as Black, Queer, Cis-Woman, Able-Bodied, 24, and Christian

If you could go back in time, what advice related to your intersecting identities would you give to your former self upon applying for and entering graduate school? The advice that I would give my former self when applying for graduate schools would have been to think even bigger and go even further out of my comfort zone. I would have also said to search for programs that had more people with intersecting identities, including both the students and the professors; to expand my horizons. I would have explained to that young woman entering graduate school to not be so anxious, intimidated, and not feel so unworthy of where she was; that she deserved to be there, like everybody else, and to not be ashamed of who she is.

Describe an instance where you were “forced” to choose or represent one identity over another. How did you negotiate this instance? What did you learn from this experience? I was put in the position of representing the voice of the LGBTQ population on several occasions in the classroom. I was not “forced,” but I felt that if I did not speak to the reality of some of the issues that the LGBTQ population was facing, then no one would. I felt that many people in my cohort knew very little about that population or had blinders on to those issues. Some were not understanding of the fact that those issues affect not only myself and others in the class, but also a large population of people whose voices are finally being heard, or that such issues could affect people they know who are afraid to come forward. I felt that it was my duty and obligation to make sure they understood that the LGBTQ population has a face and a name. Not everyone but some of them definitely needed to be woken up to what the reality of the situation is.

How have you found support and spaces to talk about your intersecting identities as they relate to graduate school and your quality of life? Coming into this program at Northeastern University, I was already intimidated and felt like there would be no one to express my whole self with. I somehow lucked out to meet another woman in my cohort, Amanda Weber, who I could identify with. She and I built a friendship on like interests and we could discuss our identities, as well as school together and not feel judged. I found others in the program who turned out to be very accepting, as well as my academic advisor, Dr. Tracy Robinson-Wood. It was amazing and relieving to have a group of people to vent my frustrations and my struggles to. These people helped me get through the program and understood where I was coming from on different levels. I have two friends in the program who are Black, several who are women, and one who identifies on the LGBTQ spectrum. It was exactly the group that I needed to make the graduate experience less isolating, as well as my friends and my mother back home in Georgia who had great listening ears.

This column is part of a monthly series highlighting the experiences of students and professionals with diverse intersecting identities and is sponsored by the APAGS Committee on Sexual Orientation and Gender Diversity and the Committee for the Advancement of Racial and Ethnic Diversity. Are you interested in sharing about your own navigation of intersecting identities in graduate school? We would be happy to hear from you! To learn more, please contact the chair of APAGS CSOGD (Julia Benjamin, jzbenjam@gmail.com) or CARED (James Garcia, jjg0136@gmail.com).