Baylor University has two Graduate Programs in the Department of Psychology and Neuroscience (Psy.D. and Ph.D.). Below we highlight several methods each of these programs have implemented to increase the number of applicants from underrepresented backgrounds, create more training opportunities for graduate students to develop awareness and understanding of diversity, equity, and inclusion, and create a system of support for graduate students from underrepresented backgrounds.

  • Multicultural committee comprised of Psy.D. students and faculty who meet regularly to plan program events and workshops.
  • Two multicultural meetings each semester and one workshop each year on a topic related to diversity and inclusion.
  • Department Diversity and Inclusion Committee comprised of departmental faculty.
  • Faculty sending webinar and training opportunities to Psy.D. students.
  • Virtual Open House geared towards diverse and underrepresented prospective applicants.
  • There is a Baylor Box specifically set up for students and faculty in our program to access and post resources related to clinical work with diverse populations.
  • All of our courses infuse elements of diversity and inclusion into them.
  • Some courses stand out as solely focused on understanding the role of race in the history of psychology and multicultural competency. A few examples include:
    • History and Systems (PSY 5334) — This course covers a general history of racism throughout the history of the United States (or specifically, from 1776 to 1970), and it also emphasizes the extent to which psychology as an academic discipline was born into an academic world that was steeped in racism, and how initially, psychology promoted racist ideas.
    • Multicultural Issues (PSY 5335) — This course examines the empirical literature on cultural influences as they relate to psychological practice. Aspects of culture such as age/generational influences, developmental disabilities, disabilities acquired later in life, religion/spiritual orientation, ethnic/racial identity, socioeconomic status, sexual orientation, national origin, and gender are explored.  This course is intended to facilitate students’ growth as culturally responsive psychologists.
    • Ethics and Professional Issues in Clinical Psychology (PSY 5325) — This course discusses ethical implications associated with practicing psychology with diverse clients. This content is covered throughout the course and one class is specifically devoted to multicultural considerations.  Students are asked to select a diversity factor (e.g., LGBT, religion, age, race, ethnicity, disability, military) and share best practices and any relevant clinical guidelines with the class.
  • Faculty attending McNair Conference Recruitment Event and leading poster presentation sessions.
  • Planned program meeting to discuss ideas about incorporating diversity and inclusion in the program.

  • Departmental Diversity and Inclusion committee comprised of departmental faculty.
  • Virtual Open House geared towards diverse and underrepresented prospective applicants.
  • Faculty attending McNair Conference Recruitment Event and leading poster presentation sessions.
  • Examples of courses with elements of diversity and inclusion:
    • Social Psychology (PSY 5339) — This course includes sections covering social psychological research on prejudice and discrimination.
    • Advanced Social Psychology (PSY 5337) — This course includes sections covering social psychological research on prejudice and discrimination.
    • History and Systems (PSY 5334) — This course covers a general history of racism throughout the history of the United States (or specifically, from 1776 to 1970), and it also emphasizes the extent to which psychology as an academic discipline was born into an academic world that was steeped in racism, and how initially, psychology promoted racist ideas.
  • Several faculty and graduate students conduct research relevant to diversity and inclusion, including research on group dynamics, prejudice, racial disparities in health behaviors and access to healthcare, strategies for including underserved populations in research using participant-drive perceptions of best practices, and asynchronous intellective development.