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Developing a culturally competent and inclusive curriculum: A comprehensive framework for teaching multicultural psychology.
... L'enseignant devrait également être vigilant quant à l'influence de sa propre identité culturelle, de ses biais ou de son vécu sur l'expérience des étudiants (Tomlinson-Clarke, 2000). Une attention particulière devrait être portée au type et à la fréquence de présentation des représentations culturelles de certains groupes pour éviter de transmettre des conceptions stéréotypées (Vaccaro, 2019). L'enseignant devrait aussi consulter la littérature sur l'enseignement de la compétence culturelle pour adopter les meilleures pratiques de sélection du contenu pédagogique (Smith et Trimble, 2016;Vaccaro, 2019) et aborder des enjeux de diversité contemporains (Malott, 2010). ...
... Une attention particulière devrait être portée au type et à la fréquence de présentation des représentations culturelles de certains groupes pour éviter de transmettre des conceptions stéréotypées (Vaccaro, 2019). L'enseignant devrait aussi consulter la littérature sur l'enseignement de la compétence culturelle pour adopter les meilleures pratiques de sélection du contenu pédagogique (Smith et Trimble, 2016;Vaccaro, 2019) et aborder des enjeux de diversité contemporains (Malott, 2010). Par exemple, il serait pertinent d'inclure une réflexion critique sur les structures sociales (effets de la colonisation et enjeux sociohistoriques touchant les communautés autochtones, rapports de classe et de genre, questions de privilège blanc) [Kağnici, 2014]. ...
... De même, les dynamiques de groupe et les conflits possibles dans ce contexte peuvent affecter les étudiants de groupes minoritaires (diminution du sentiment d'appartenance, crainte de confirmer le stéréotype, doute de soi et diminution des performances scolaires) [Kağnici, 2014;Warner, 2019]. Pour créer un climat d'apprentissage sécuritaire, recourir à des activités visant à augmenter la confiance entre les étudiants est tout indiqué (Vaccaro, 2019). L'enseignant doit également susciter l'implication des étudiants dans leur processus d'apprentissage et modérer leurs échanges (Sue et al., 2009). ...
Cette étude décrit et compare l’offre de cours sur les enjeux interculturels des programmes universitaires québécois pour quatre disciplines de la relation d’aide (ergothérapie, travail social, psychologie et pratique sage-femme). L’étude recense la présence de tels cours dans chaque discipline, leur caractère obligatoire ou optionnel, leurs caractéristiques pédagogiques et leurs contenus. Les thèmes décrivant ces contenus, identifiés par une analyse inductive, ont été regroupés selon les composantes de la compétence culturelle : conscience culturelle de soi, connaissances et habiletés culturelles (Sue et al., 1992). Les différentes disciplines abordent le plus souvent les connaissances culturelles, sauf en pratique sage-femme qui considère davantage les habiletés. Presque le quart des programmes n’offrent aucun cours interculturel. Bien qu’une formule expérientielle (p. ex., stage) favorise l’acquisition de la compétence culturelle, les cours offerts sont surtout magistraux. La discussion souligne les avantages et les inconvénients de rendre ces cours interculturels obligatoires, notamment par rapport à la motivation des étudiants, et propose des actions concrètes facilitant les changements institutionnels nécessaires.
... Well-meaning instructors often attempt to incorporate diversity-related topics into their courses by including one or a handful of readings, assignments, and so on. However, devoting little attention to diversity, multiculturalism, and related constructs, and/or introducing them in a siloed fashion (e.g., allotting a single-class session to these topics) can have the unintended effect of conveying that such concepts are unimportant (Vaccaro, 2019). At worst, this practice can appear to be tokenism, missing the point that issues of diversity pervade all aspects of the science and practice of psychology. ...
... Although we advocate including guidelines in the syllabus, it can be helpful to generate more comprehensive communication guidelines in collaboration with students as an extension of reviewing the syllabus and course expectations. For assistance with this endeavor, readers can review Sue (2016), Vaccaro (2019), and Warner (2019). For sample guidelines, readers can also see Ambrose et al. (2010) and Salazar et al. (2010). ...
Introduction
Equity, diversity, and inclusion (EDI) are receiving considerable attention in higher education. Within psychology, the American Psychological Association has highlighted the importance of cultural diversity in both undergraduate and graduate curricula and charged educators with facilitating the development of cultural competence among learners.
Statement of the Problem
Many resources have been developed to help promote EDI within higher education. The resources developed have mainly focused on the curricula and pedagogical approaches, yet the syllabus remains overlooked with few guidelines available to educators.
Literature Review
We offer several considerations informed by theoretical frameworks and best practices in the discipline and suggestions for the successful implementation of EDI in the syllabus.
Teaching Implications
This article provides a comprehensive and useful guide for developing a syllabus that assists with the integration of EDI, as the syllabus is the first opportunity for faculty to communicate their philosophy, expectations, requirements, and other course information.
Conclusion
Infusing EDI in the syllabus is essential for promoting an inclusive learning environment and is conducive to establishing goals related to cultural competence.
... These efforts are time-consuming, may require faculty to engage in significant selflearning or seek external consultation, and may necessitate other downstream changes that could stall change or introduce further complications (e.g., changing course texts, assignments, prerequisites). Explicitly recognizing the resources needed to engage in these efforts by providing extra compensation or removing other responsibilities is another demonstration of support for actualizing EDI values (Vaccaro, 2019). The Department Diagnostic Toolkit developed by the Society for Personality and Social Psychology (SPSP) includes a useful list of recommended antiracist departmental practices that could help support these efforts (Society for Personality and Social Psychology [SPSP], 2023). ...
Transforming the psychology curriculum to incorporate equity, diversity, and inclusion (EDI) will necessitate department-wide and coordinated efforts; however, most EDI transformations emphasize changes to individual instructors and courses. Cultivating collaborative synergy to advance EDI transformations will foster and protect the relevance and trustworthiness of psychology and respond to the numerous calls for equity and justice. Collaborative synergy involves forming a community with a common goal, learning from one another, and sharing teaching-related resources. In this article, we present the EDI Collaborative Curricular Transformation in Psychology (EDI-CCTP) model and discuss the benefits of collaboration among psychology departments and programs on EDI transformations. We offer strategies for transitioning from individual to collaborative efforts, including: (a) individual preparation for collaboration, (b) establishing a community of practice, (c) EDI curriculum mapping, (d) course design and redesign, and (e) systematizing EDI through departmental values and practices. Through a department-wide coordinated approach using the EDI-CCTP model, departments and programs can expose students to EDI concepts and practices in psychology in a cohesive and scaffolded curriculum and strengthen equity and justice in our field.
... these practices by psychology supervisors, psychology trainees can integrate these skills and begin to take initiative to reflect on how they themselves can make professional practices more socially responsive (Vaccaro, 2019). Interpersonal humility involves shifting the focus from a selforiented to an other-oriented approach emphasized by a lack of superiority (Davis et al., 2018). ...
This article focuses on reflective practice as an essential component of professionalism among Health Service Psychologists (HSPs), especially in their efforts to become more socially responsive and to better serve underrepresented communities within the society-at-large. It highlights the importance of a lifelong process of self-reflection among HSPs—practitioners, faculty, researchers, and consultants—that begins during training and continues as an integral part of professional development. We argue that HSPs have both a professional and ethical obligation to remain up to date in their knowledge and skills, to practice competently, to become more socially responsive, and to better serve underrepresented communities within society. Socially responsive reflective practice should play a crucial role in training settings. Ideally, its impact on students has a ripple effect on the larger society as those same students become professionals contributing to their communities in socially responsive ways. Despite the importance of reflective practice, it comes with several challenges in implementation and execution. Some barriers to this socially responsive self-reflective process are highlighted, and potential ways for practitioners to remedy them are provided. To that end, the Social Responsiveness in Professionalism Checklist is included in the Appendix as a structured review and helpful guide to improve this socially responsive self-reflective process.
... Furthermore, Vaccaro (2019) argues that instructors should "acknowledge (and critique) psychological studies or theories that narrowly describe differences or behavior patterns for particular social identity groups without recognizing intersectionality and/or within-group differences" (p. 26). ...
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.
PROBLEM STATEMENT.
Despite stated commitments to diversity, equity, and inclusion as integral to psychology research and practice (e.g., American Psychological Association statements), most educational psychology courses are highly theoretical and do not prepare learners to counter social injustices in praxis that are meaningful for the global majority.
LITERATURE.
We make the case for why educational psychology courses are ideal for training students for social justice praxis, and outline how diversity, equity, and inclusion strategies in the literature can be used as levers.
TEACHING IMPLICATIONS.
We provide assignment resources to illustrate how instructors can begin to integrate diversity, equity, and inclusion throughout a course to co-construct more just futures.
CONCLUSION.
Actualizing this visionary model of normalizing social justice praxis in educational psychology courses requires multi-level supports at global and local levels. Using case studies to address complex social injustices within an engaged teaching and learning environment has significant potential to empower and prepare learners to forward social justice.
Culturally situated and cross-cultural approaches to instructional design and research have become increasingly important in higher education, particularly in online learning environments. As higher education becomes increasingly racially and ethnically diverse, learning environments must be structured and facilitated to meet the learning needs of BIPOC (Black, Indigenous, people of color) students. Based on the Community of Inquiry (CoI) and culturally inclusive pedagogy, this paper provides an overview of inclusive teaching practices and the necessity to take a holistic approach to online teaching with BIPOC students. This paper provides an overview of key instructional design elements to achieve equity-minded instructional design.
Bernstein (International Journal for the Scholarship of Teaching and Learning 4(2), 2010) argued that “the goal of SoTL is to have every teacher treat every course as an opportunity to learn how to create better learning environments and generate richer educational experiences” (p. 4). However, it has only been in the last decade that scholars have made explicit connections between SoTL and educating for social justice (e.g., Gilpin & Liston in International Journal for the Scholarship of Teaching and Learning 3(2), 2009; Leibowitz & Bozalek in Teaching in Higher Education 21(2): 109–122, 2016; Liston & Rahimi, 2017). This chapter adds to this growing body of literature. We describe a Professional Development Learning Series designed to foster lesbian, gay, bisexual, transgender, and queer (LGBTQ) justice by increasing the cultural competence of university faculty in the health and helping professions. Through the LGBTQ Professional Learning Series, university faculty increased their cultural competence and developed the capacity to transform classroom and clinical education for college students preparing to enter the health and helping fields.
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