Diversity and inclusion in teaching undergraduate counseling psychology

Abstract

While more studies are now examining diversity, equity, and inclusion in teaching, there is a gap in the research literature attending to the experiences of underrepresented students at the undergraduate level, specifically within the teaching of counseling psychology. The purpose of this study was to understand the experiences of underrepresented undergraduate students in an introductory counseling psychology course regarding college overall and to ascertain whether changes to the curriculum content and delivery that incorporate diversity and inclusion helped create a more positive learning environment. Two trained undergraduate research assistants conducted twelve interviews with students who self-identified as underrepresented after the course ended and IRB approval was secured. Results from this thematic analysis showed three major themes: Experiences of discrimination and life stressors, systemic barriers and potential solutions, and agency in responding. Implications for effective and inclusive teaching practices are discussed.