Call for papers: Special Issue on Equity and Inclusion in Psychology Teaching

In the UK, the British Psychological Society published its Equality Diversity and Inclusion Framework which included a commitment to "promote and advocate for diversity and inclusion within the discipline and profession of psychology and work to eradicate discriminatory practice" (BPS, 2021).

Similarly, in 2021, the American Psychological Association issued an apology to people of colour for its role in promoting, perpetuating, and failing to challenge racism, racial discrimination, and human hierarchy. This stirred international conversation about psychologists' role in supporting anti-oppression efforts.

For over a decade, the ethnicity Degree Awarding Gap in the UK has shown that Black students are the least likely to be awarded a 'good' degree (a First or 2:1).  A similar attainment gap and difference in experience can be seen in secondary schools in the UK.

Data has also shown that there are awarding gaps by disability and class. Attainment rates for students with a reported disability or students from areas of multiple deprivation were consistently lower than those for students with no reported disability or students from higher income areas.

Research also shows that students identifying as LGBTQ+ have poorer educational experiences on campus, despite comprising approximately 11% of the student population (Office for Students, 2022).

Research investigating the reasons for these gaps have focused on campus culture, Eurocentric, cis-male centric curriculums and pedagogical practice, and homophobic or racial abuse and harassment.

In response to such data, educators have created innovative content and materials, as well as discussing inclusion in the classrooms, lecture theatres and beyond. The aim of this special issue is to highlight existing research and practice(s) which advance Equity and Inclusion in psychology teaching.

We are particularly interested in work that covers the following themes and beyond:

• Equity and inclusion centered approaches to teaching and assessment
• Innovative/novel approaches to teaching psychology to support underrepresented groups
• Inclusive approaches to curricula
• Initiatives that address inequality/inequity inside and outside the classroom
• Fostering a sense of belonging among learners

Expressions of interest and questions can be shared with the journal via [email protected] (please cc co-editor Dr Wendy Sims-Schouten at [email protected]).

The deadline for full submissions to the Special Issue is 30 November 2023.