Obstacles to diversification: Lived experiences of visible minority applicants and faculty members in psychology.
Bibliographic record
Abstract
The profession of psychology demonstrably lacks diversity, with inequitably low numbers of visible minorities represented in the field. Although equity, diversity, and inclusion as a social advocacy movement has received increasing attention within the profession and at the university level, changes are thus far too small to be noticeable. Little is known about the lived experiences of minority applicants applying to professional psychology graduate programs nor the experiences of faculty members involved in student selection processes. We interviewed eight unsuccessful minority applicants, and eight faculty members affiliated with Canadian professional training programs to identify obstacles in diversifying the profession. Thematic analysis of interview data revealed that obstacles were multifaceted, ranging from unsuccessful minority applicants reporting lack of support during the application process and feeling worried about the impact of their identities to faculty members expressing insufficient resources to provide mentorship experiences to minority undergraduate students. We discuss the practical implications of the obstacles identified in relation to how to dismantle those systemic barriers.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".