Northern Lights Collaborative for Computing Education in the College of Education and Human Development at the University of Minnesota was recently awarded a Google Gift to support the development of an Indigenous Computer Science (CS) curriculum unit incorporating Ojibwe and Dakota languages and cultures. The collaborative will provide up to 15 schools with significant Native American student populations with stipends to attend a workshop, implement the CS curriculum unit, and provide feedback to improve the materials.
The University of Minnesota was one of only three universities across the country to receive funding from Google to increase access and participation in CS for Indigenous students from K-12 through postsecondary.
“Representation of Native Americans in STEM fields like engineering and computer science continues to be the lowest of any demographic group. We have a long way to go until all students receive the same opportunities in computer science (CS). There is a need for more resources, teacher support, and culturally responsive and sustaining curriculum to close this equity gap,” said Northern Lights Collaborative Director Jennifer Rosato.
Northern Lights Collaborative for Computing Education develops evidence-based programs and resources in collaboration with educators and partners that support inclusive K-16 computing education. Visit the Northern Light’s website and follow them on LinkedIn to learn more about their work.
The Tri-Psychology Programs – Educational Psychology, Psychology, and the Institute of Child Development (ICD) – at the University of Minnesota are pleased to announce the recipients of the 2023 Tri-Psych Graduate Student Diversity Fund grants. The goal of these awards is to build community and facilitate cross-departmental collaborations among Tri-Psych graduate students of color and/or student groups otherwise underrepresented in postsecondary education.
Congratulations to this year’s recipients!
Vanessa Wun and Andrea Wiglesworth (Psychology), Sarah Pan and Jasmine Banegas (ICD), Mahasweta Bose and Thuy Nguyen (Educational Psychology)
This project addresses a critical need for first-year PhD student mentorship by pairing first-year students from historically underrepresented backgrounds in psychology with experienced students within their program also from underrepresented backgrounds. This work builds on the unfunded graduate mentor program currently in ICD, as well as the Next-Gen Psych Scholars Program (NPSP). Importantly, it continues our efforts initiated through this funding platform in 2022, through which we founded the Diversity in Psychology Support (DIPS) mentorship program. DIPS aims to continue to increase a sense of belongingness and self-efficacy while also reducing imposter syndrome for incoming cohorts by pairing individuals with a more senior student who can provide support, answer questions, and encourage the mentee in their degree progress during the first year. Ideally, these mentorship relationships would last beyond the first year, and provide longer-term support for students throughout the program duration. These goals support our ultimate objective of retention of underrepresented students in graduate school.
Mirinda Morency and Norwood Glaspie (ICD), Jessica Arend (Psychology)
Paint Nite has emerged across the country as a creative way to bond with friends. Everyone in the class works towards creating their own version of the same painting while learning how to mix colors, apply paint on canvas, and create compositions. Last spring, ICD first years hosted a successful paint nite social, and attendees still talk today about their positive experience. Marginalized, underrepresented students are more likely to feel like they don’t belong at universities. Social belonging is key to success, so hosting events like Paint Nite can help address this issue. This also promotes Tri-Psych diversity initiatives in that it fosters a welcoming, affirming, and inclusive space to talk, spend time together, and participate in creating something unique. Doctoral programs in R1 universities are demanding, and so creative social events can also combat feelings of disconnection and burnout. The aims of this event are two-fold: (a) promote creativity, inclusivity and community, and (b) serve to sustain mental wellness and release stress.
Shujianing Li (Psychology), Thuy Nguyen (School Psychology), Romulus Castelo (ICD)
The COVID-19 pandemic has had negative sociopolitical, financial, and psychological consequences. As the general population experiences increased vulnerability to burnout, Asian American and Pacific Islander (AAPI) students face additional distress from growing anti-AAPI racism. Moreover, conversations on mental health and racism are not normalized within the AAPI community, creating barriers for those needing psychological services and resources. To tackle these challenges, we will create a burnout prevention toolkit for AAPI undergraduate and graduate students. With the proposed toolkit, AAPI students will: 1) self-identify burnout, 2) discover grounding techniques and resources for immediate support, and 3) explore culturally informed practices that promote long-term psychological health. We will consult academic (e.g., peer-reviewed articles) and non-academic (e.g., advice from community advocates for other advocates) sources to inform the toolkit’s burnout prevention content. The final product is a wallet-size card deck, usable in electronic and physical forms. The toolkit will provide accessible and broadly applicable psychoeducation and actionable suggestions. While the toolkit could be beneficial for AAPI students in other departments, we will prioritize disseminating it to undergraduate and graduate students in the ICD, the Educational Psychology Department, and the Psychology Department.
Jessica Arend, Caroline Ostrand, Marvin Yan, Adrienne Manbeck, and Kate Carosella (Psychology); Mirinda Morency (ICD); Shayna Williams and Elizabeth Shaver (Educational Psychology)
We will deliver a three-part series on disability and inclusive access: 1) A guest speaker address on supporting students with disabilities and promoting accessibility in academia; 2) An affinity group discussion for self-identified graduate students with disabilities, chronic illnesses, and neurodiversity. This meeting will provide space for students with shared experiences to reflect on the address together; and 3) A discussion open to all students, faculty, and staff, promoting education and informed action. Informed by the address, we will discuss ways to promote accessibility and equity for disabled-, chronically ill-, and neurodiverse-identifying students. All meetings will be in hybrid format, allowing for accessible remote or in-person participation. From these events, two student “editors” will compile a comprehensive list of resources on disability and accessibility for students and instructors/mentors. We will establish this series as a yearly tradition, and we will recruit a focus group of 10-15 students who self-identify as having disabilities, chronic illness, or neurodiversity to provide feedback about events and future areas of advocacy.
The Human Movement Pipeline Program (HMPP), an initiative co-lead by Brandi Hoffman, MEd, the Director of Undergraduate Studies at the School of Kinesiology, and University of Minnesota assistant professors, Sara North, PhD, and Briana Partee, PhD, aims to help increase the diversity of students in the U of M’s physical therapy program. Physical therapy is a predominantly white and non-diverse field, but through the program’s goals of identifying, recruiting, and supporting undergraduate learners from diverse backgrounds, HMPP hopes to change that. Read more.
Today for the first time, some of Minnesota’s leading education organizations have joined together to speak out against a coordinated campaign that undermines equity efforts across Minnesota and the nation. CEHD Dean Michael Rodriguez released this statement in support of students and education equity:
CEHD stands proudly with our partners advocating for students and education equity. You can read their full statement below or view a PDF of the statement with this link.
As a multigenerational Minnesotan and as Dean, I am more optimistic than ever about the future of our youth, families, and communities because of the deep commitments of Minnesota educators, education leaders, and all of you. Your combined efforts to ensure all students and communities thrive, even in the face of adversity and opposition, is inspiring.
My gratitude to Katie Pekel, our principal-in-residence, for convening the education leaders from these organizations to support their efforts. Together, we will continue supporting safe, welcoming, and effective schools for all.
Michael C. Rodriguez Dean and Campbell Leadership Chair College of Education and Human Development
Joint equity statement
Nearly all Minnesotans agree every student deserves an education that encourages them to understand and value who they are and where they came from so they can reach their full potential, no matter their skin color, background, gender, or ZIP code.
Too often, we have fallen short of this goal, especially for our students of color, LBGTQ+ students, students living in poverty, and students with special physical or emotional needs. We are committed to reversing this trend with programs and policies that meet students where they are—academically, emotionally, and physically—and lift them up so every student has an excellent chance at academic success. For us, this is the definition of education equity.
We have seen progress but have no doubts that more needs to be done to make our schools safe, welcoming and effective for all students. If nothing else, demography demands we quicken our pace. More than a third of our students statewide are students of color and our state becomes more racially and culturally diverse every year.
Unfortunately, many communities throughout Minnesota are feeling the effects of a well-organized national campaign pushing an agenda that misrepresents the vital work of racial and gender equity in our schools and then mislabels it as “critical race theory.” This deceptive campaign pushes the idea that educational equity is a zero-sum proposition—that it is necessary for some students to lose opportunities to help other students succeed. Nothing could be further from the truth. Educational equity is giving all students a world-class education.
To be clear: Every student—white, Black, brown, or Indigenous—benefits from learning a deeper respect and understanding for their neighbors through an honest education in social studies, language arts, and all the other subjects taught in our schools.
As representatives of classroom educators, administrators, and school boards throughout Minnesota, we value students for who they are today and our organizations are committed to developing all of them into informed citizens, good neighbors and critical thinkers who can live in, and someday lead in, a multicultural, multiracial Minnesota. Our kids deserve nothing less.”
Education Minnesota Minnesota Association of School Administrators Minnesota School Boards Association Association of Metropolitan School Districts Minnesota Administrators for Special Education Minnesota Elementary School Principals Association Minnesota Association of Secondary School Principals Minnesota Association of School Business Officials
The program is sponsored by the UMN Department of Psychology and the College of Liberal Arts with support from ICD and the Department of Educational Psychology in the College of Education and Human Development.
The Diversity in Psychology Program is designed for individuals who are historically under-represented in psychology graduate programs and who are interested in learning about graduate training in psychology, developmental psychology, and educational/school psychology at the University of Minnesota.
The program will feature a coordinated set of formal and informal experiences designed to familiarize participants with strategies for constructing successful graduate school applications, and to provide them with the opportunity to learn more about the experience of graduate education in UMN psychology departments.
To be eligible to apply, individuals must:
be enrolled in a college or university as a junior or senior, or have graduated with a bachelor’s degree. Individuals currently enrolled in a terminal master’s-level graduate program in psychology are also eligible. Students currently attending the University of Minnesota are eligible to apply;
identify as a member of groups underrepresented in graduate training in psychology, including ethnic and racial minority groups, low-income backgrounds, persons with a disability, LGBTQ+, military veterans, and first-generation college students or graduates. Please note that international students are not eligible to apply.
This year’s Diversity in Psychology Program will be held virtually and participants will not incur any transportation or lodging costs.
Individuals must also meet one of the following criteria:
be committed to pursuing doctoral training in either developmental psychology or educational/school psychology OR
be committed to pursuing doctoral training in psychology in one of our programs of research: Clinical Science and Psychopathology; Counseling Psychology; Cognitive and Brain Sciences; Industrial/Organizational Psychology; Personality, Individual Differences, and Behavior Genetics; Quantitative Psychology/Psychometric Methods; or Social Psychology.
Peter Demerath, Sara Kemper, Eskender Yousuf, and Bodunrin Banwo
A group of CEHD faculty, staff, and graduate students recently published an op/ed in Minnpost which aims to emphasize the importance of building trust between students and educators as K-12 schools return to in-person learning.
Peter Demerath, OLPD Associate Professor; Sara Kemper, CAREI Research Associate; Eskender Yousuf, OLPD PhD student; and Bodunrin Banwo, OLPD adjunct instructor and PhD alumnus drew upon their qualitative research collaboration at Harding High School in St. Paul to inform their arguments in the op/ed.
In the piece, the authors argue that educators build trust by responding to six unspoken queries they had learned were often on the minds of their students: “Why are you here?,” “How much do you know and care about me?,” “How much do you respect me?,” “How real are you?,” “Do you know how to help me learn?,” and “What are you willing to do to help me?”
Drs. Nikki Franke, Akilah Carter Francique, Joyce Olushola Ogunrinde, Gyasmine George-Williams, and Nefertiti Walker
The Minnesota Spokesman-Recorder has published an article, “Tucker Center’s all-sistahs panel talks sports and rage,” on the October 19 Tucker Center Distinguished Lecture Series panel presentation, “Black Women in Sport: Voices of Resistance & Athlete Activism.” The article author, Charles Hallman, interviews several of the panel participants in the first of this 3-part column covering the Distinguished Lecture event.
The event was conceived and organized by School of Kinesiology senior lecturer and Tucker Center director Dr. Nicole M. LaVoi, moderated by Dr. Nikki Franke, with panelists Drs. Akilah Carter Francique, Nikki Franke, Joyce Olushola Ogunrinde, Gyasmine George-Williams, and Nefertiti Walker. A video recording of the panel presentation and a resource document are available on the Tucker Center’s website, www.tuckercenter.org.
The award offers PhD candidates the opportunity to devote full-time effort to write and finalize their dissertations during the fellowship year.
Smith’s dissertation examines teacher turnover through the life histories of African American educators and their subsequent decisions to leave US PK-12 schools for schools in the United Arab Emirates. Her work and research aims to respond to the lack of contemporary studies that investigate migration and mobility through Black subjects; particularly Black subjects who leave developed countries for developing ones.
Smith also publishes a podcast: (A)Broad in Education, which focuses on “Edpats” and their international experiences within education. With nearly 50 episodes and listeners in more than 80 countries, the podcast was recently selected to be part of the Colorcast Podcast Network.
The 2020 University of Minnesota TRIO Ronald E. McNair Scholars participated in an entirely virtual research experience this summer. Each of the 20 scholars worked with a faculty mentor over the summer, culminating in research projects they virtually presented in August.
Organizational Leadership, Policy, and Development
Khalique Rogers, business and marketing education student, Matthew Weber (CLA), mentor
The McNair Scholars program is one of three U.S. Department of Education funded TRIO programs housed in CEHD. The program seeks to increase the doctoral program application, matriculation, and degree attainment by underrepresented and first-generation college students.
Nisma Elias, OLPD doctoral student in Comparative and International Development Education, has published an op/ed in the Dhaka Tribune, a mainstream national daily publication in Bangladesh.
In the article, Elias argues that the Bangladeshi community (diaspora and otherwise) should be paying attention to the events stemming from the murder of George Floyd in Minneapolis:
As Bangladeshis, we may not understand the struggles faced by those who are black, but we understand what it means to be colonized, to be oppressed, to be thought of as less because of our mother tongue, or what we look like in comparison to others who are lighter-skinned.
Ahmed Sirleaf, OLPD doctoral student (CIDE), has published an op/ed in Minnpost focused on addressing systemic racism in the United States through transitional justice, a process utilized for similar ends in other countries around the world.
Michael V. Walker, director of black student achievement for the Minneapolis Public School System, founder of Critical Questioning Consulting, and OLPD student (PhD, Educational Policy and Leadership) published an op/ed focused on police violence against people of color and the black male achievement gap in education.
Reducing Racial Disparities in College Completion, a new report from the Minnesota Education Equity Partnership (MnEEP), features contributions from a number of experts affiliated with CEHD, including Krista Soria (PhD alumna, OLPD), Associate Professor Nicola Alexander (OLPD), and Associate Dean Michael Rodriguez.
Tasked to explore how the state’s current student financial aid system has an impact on the opportunities and successes of People of Color and American Indian and/or Indigenous (POCI) students attaining a college credential in Minnesota, the team partnered with PreK-12 and higher education leaders and identified numerous recommendations. ‘
Roozbeh Shirazi, Department of Organizational Leadership, Policy, and Development, is co-author of a recent op/ed published by truthout.org: “It is crucial for educators to acknowledge the emotional and psychological burden that Iranian, Iraqi and other Middle Eastern students are carrying, and to stand in solidarity with them,” the authors argue. “We see an urgent need to support our young people, and to refuse narratives that normalize empire, dehumanize whole populations and thus pave the way for endless wars.”
Tracey Hammell, academic adviser in the School of Kinesiology, and Betty Yang, academic adviser in CEHD Student Services, co-presented last week at the 2019 Overcoming Racism conference at Metropolitan State University. Their interactive workshop, Confronting White Supremacy 101, focused on the framework of the Four I’s of Oppression to discuss how white supremacy is integrated in daily life.
The CIC program, offered through the University of Minnesota Graduate School, assists graduate programs in their initiatives to increase and sustain the diversity of students receiving graduate degrees. The program provides support for fellowships for up to six admitted students from under-represented communities, as well as assistance with recruitment efforts.
Each one-year fellowship includes a stipend of $25,000, academic year tuition, subsidized health insurance, and dental care.
4 Big Questions Early Childhood Professionals Have about Screening CLD Kids
We’re continuing our series recapping the 2019 MN Early Intervention Summer Institute, focusing today on Effective Practices for Dual Language Learners presented by Lillian Durán, PhD, Associate Professor in the Department of Special Education and Clinical Sciences at the University of Oregon. Dr. Durán began this information-rich session by making the case for bilingualism. In Minnesota, culturally and linguistically diverse (CLD) families, including Hmong, Latino, and Somali families, are a growing part of our urban and rural communities. Research shows that supporting dual language learners’ native language as well as their acquisition of a second language benefits them in the short term and the long term.
Supporting children’s fluency in their native tongue also enhances their skills in a second language.
For example, think of a 3-year-old who speaks Spanish with her family at home and is learning English at preschool. Will becoming fluent in Spanish interfere with her ability to learn English? Far from it. The evidence shows that supporting her Spanish will result in better academic outcomes in English. Not only that, but when she joins the workforce as an adult, being bilingual will be an economic advantage.
Durán shared Four Big Questions that professionals like special education teachers and speech-language pathologists may share when working with CLD children:
Big Question #1: How should I screen and assess CLD children?
Prepare yourself by considering a family’s cultural background and previous experiences. Prepare the family for your meeting by letting them know what is going to take place and how they are expected to participate. If an interpreter or cultural liaison is helping you, remember to set aside twice as much time for your meeting as you would otherwise—you don’t want to be rushed. The Pacer Center’s publications can help parents understand the process and what resources are available to them, and they are available in Spanish, Hmong and Somali.
Big Question #2: Which screening tools should I use?
Some standardized screening tools are available in Spanish, such as the Early Screening Inventory-Revised (ESI-R). The Ages and Stages Parent Questionnaire (ASQ-3 and ASQ:SE) is available in Spanish, Hmong, and Somali. But the availability of many tools in languages other than English is still limited. Consider other screening options—parent report, observation in natural settings, testing to the limits, and dynamic assessment (test-teach-retest), for example.
Say you are working with an interpreter. Could you simply ask him or her to translate a screening tool? The short answer is no. For one thing, developmental trajectories differ in different languages. For example, in some languages, children may learn more verbs before nouns, or the reverse may be true. Moreover, the assessment tool will have a cultural bias in the objects and concepts that the child is expected to know. Additionally, the interpreter would need early childhood assessment training for their report of the child’s responses to be accurate.
Big Question #3: How do I decide which language to test in?
Test in both—or all—languages, but not at the same time or on the same day. And don’t switch back and forth during testing.
Big Question #4: How do I take culture into consideration?
Interpreters and cultural liaisons can be incredibly helpful, but they must be properly trained. In the real world, interpreters often don’t receive sufficient training to understand your role and theirs, best practices for interpretation, and how families can benefit from what you have to offer.
When using standardized screening tools, ask yourself, “How might this family’s culture and background experiences influence development differently than the population on which the tests we are using were normed?” Make sure to document your answer to this question in your report.
Every child is unique, and every child’s language trajectory is different. Professionals should tailor their approach to the individual child and family.
The Talk With Me Manual from the Minnesota Speech-Language-Hearing Association features a wealth of information with links to further reading for professionals working with CLD families.
Dr. Durán emphasized that many factors shape second language acquisition, and that there is enormous variation between children. Tailor your approach to each young learner’s individual needs.
Thanks to our presenter, participants, and volunteers, and to the Minnesota Department of Education’s Division of Early Childhood Special Education–sponsors of the Summer Institute for the past 36 years. Check back for lots more from Summer Institute 2019!
We’re sharing more information from the 2019 Minnesota Early Intervention Summer Institute in today’s post on “Social Communication Intervention for Diverse Toddlers and Their Families,” presented by Sheri Tracy Stronach, Ph.D., CCC-SLP, Assistant Professor of Communication Sciences and Disorders, University of Wisconsin – River Falls.
Early intervention professionals often work with families whose backgrounds differ from their own. Dr. Stronach reminded participants that each of us has a cultural background, and it is multifaceted. Building a solid relationship with a family depends upon acknowledging that the service provider and parent or caregiver may have different assumptions both about parenting and about communication.
Our culture also influences our expectations for children. One difference between U.S. culture and other world cultures is the U.S. emphasis on individualism. American culture places a high value on independence and individual achievement. Broadly speaking, cultures in Asia or Latin America may instead foster a sense of collectivism. Parents with Asian or Latino cultural backgrounds might communicate with their children differently from American parents—for example, having more multiparty (as opposed to one-on-one) interactions or encouraging children to learn by observing rather than discussing what is happening.
If we value diversity, then why should these potential differences in communication styles matter? Simply put, they matter because our culture shapes our schools. Children of recent immigrants may be better prepared to succeed in American schools if they are familiar with the social communication patterns used in our education system.
Service providers can and should explain this to families so that they understand why they may be asked to practice communication patterns that they may not not used to.
Dr. Stronach outlined the clinical implications for service providers working with diverse families.
Reducing racial and ethnic health disparities is a national priority
Clinicians need to be able to differentiate difference from disorder
Improved detection of early delays leads to earlier intervention
Increasingly, professionals are using routines-based intervention as a best practice. In routines-based intervention, the service provider begins by learning about a family’s existing routines and gathering information about communication patterns and opportunities between caregivers and children. Dr. Stronach stressed the value of observing and listening, keeping in mind that family members are the experts on their family, culture, and child. The provider’s role is to help the family decide how to integrate communication opportunities into their everyday lives.
Thanks to our presenter, participants, and volunteer Kirsten Maxam, and to the Minnesota Department of Education’s Division of Early Childhood Special Education—sponsors of the Summer Institute for the past 36 years. Check back for lots more from Summer Institute 2019!
Sources:
Elizabeth D. Peña and Christine Fiestas, “Talking Across Cultures in Early Intervention: Finding Common Ground to Meet Children’s Communication Needs.” Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, Oct. 2009. https://doi.org/10.1044/cds16.3.79
Anne van Kleeck, Guiding Parents From Diverse Cultural Backgrounds to Promote Language Skills in Preschoolers With Language Disorders: Two Challenges and Proposed Solutions for Them. Perspectives on Language Learning and Education, Aug. 2013. https://pubs.asha.org/doi/10.1044/lle20.3.78
Tiffany Lachelle Smith, a PhD candidate in the Comparative and International Development Education (CIDE) program in the Department of Organizational Leadership, Policy, and Development (OLPD), was recently selected for a one year doctoral fellowship with the Sheik Saud bin Saqr Al Qasimi Foundation for Policy Research in Ras Al Khaimah, United Arab Emirates (UAE). The grant will provide Smith with financial support during the research phase of her dissertation, which will focus on African American Expatriate Educational Professionals who leave US K-12 schools for teaching opportunities abroad.
Smith plans to investigate the intersections of lived experience, intersectional identities, and motivation to understand why these expatriates leave US K-12 schools for schools abroad. Smith’s research focuses on the UAE, particularly Abu Dhabi, Dubai, and Ras Al Khaimah, and she will be collecting primary data from September 2019 to August 2020.
“This partnership with the Al Qasimi Foundation is a unique opportunity, noted Smith. “It allows me to work alongside and receive mentorship from policymakers in the UAE, while providing opportunities to publish and present my research findings at conferences within the Gulf region.”
The Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research was established in 2009 to aid in the social, cultural, and economic development of Ras Al Khaimah, a northern emirate in the United Arab Emirates (UAE). Established through Emiri decree, the Foundation is considered a non-profit, quasi-governmental organization and is the visionary initiative of Sheikh Saud bin Saqr Al Qasimi, UAE Supreme Council Member and Ruler of Ras Al Khaimah. His Highness places great value on education and research, and the Al Qasimi Foundation was created to generate a world-class body of research on Ras Al Khaimah and the broader UAE region, develop local capacity in the public sector, and engage the community in its work. The Al Qasimi Foundation serves as a bridge between the research and policymaking communities—bringing to scholars’ attention public policy questions important to Ras Al Khaimah, and, in turn, disseminating research findings to promote innovative policy tools and models that will impact positive social change.
Smith also produces a podcast, (A)broad in Education, which features interviews with fellow Edpats working in education around the world.
The program is sponsored by the UMN Department of Psychology and the College of Liberal Arts with support from ICD and the Department of Educational Psychology in the College of Education and Human Development.
The Diversity in Psychology Program is designed for individuals who are historically under-represented in psychology graduate programs and who are interested in learning about graduate training in psychology, child psychology, and educational/school psychology at the University of Minnesota.
The program will feature a coordinated set of formal and informal experiences designed to familiarize participants with strategies for constructing successful graduate school applications, and to provide them with the opportunity to learn more about the experience of graduate education in UMN psychology departments.
To be eligible to apply, individuals must:
be enrolled in a college or university as a junior or senior, or who have graduated within the last two years (i.e., 2017 or thereafter). Individuals currently enrolled in a terminal masters-level graduate program in psychology are also eligible. Students currently attending the University of Minnesota are eligible to apply.
identify as a member of groups underrepresented in graduate training in psychology, including ethnic and racial minority groups, low-income backgrounds, persons with disability, LGBTQ+, military veterans, and first-generation college students or graduates. Please note that international students are not eligible to apply.
Individuals must also meet one of the following criteria:
be committed to pursuing doctoral training in either child psychology or educational/school psychology OR
be committed to pursuing doctoral training in psychology in one of our programs of research: Clinical Science and Psychopathology; Counseling Psychology; Cognitive and Brain Sciences; Industrial/Organizational Psychology; Personality, Individual Differences, and Behavior Genetics; Quantitative Psychology/Psychometric Methods; or Social Psychology.
