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Student Perceptions of Clinical Psychology Workforce Diversity
No full textClinical psychology remains a predominantly White field, with more than four in five current clinical psychology academics and practitioners being White. Increased racial representation in the field could contribute to more culturally responsive treatment research and practice and improved treatment outcomes. Barriers to increasing racial representation exist across all levels of psychology education and careers. The current study focuses on a potential barrier to pursuing a clinical or counseling psychology doctorate for Black undergraduate psychology majors. Research on social identity theory, perceived identity compatibility theory, and social-cognitive career theory show students’ identities can influence career aspirations, educational experiences, and sense of belonging. Research has focused mostly on gender and medicine or STEM career aspirations, and there is limited research examining clinical psychology career aspirations, particularly for Black students. The current study examined the relation between Black and White students’ intent to pursue a clinical psychology doctorate and their perceptions of racial identity compatibility with clinical psychology and perceptions of the diversity in the field. This study recruited 569 undergraduate psychology and related majors to complete an anonymous online survey of intent to pursue doctoral study in clinical or counseling psychology, perceived racial identity compatibility with clinical psychology, perceived clinical psychology diversity, and demographics. Only 333 participants’ data was analyzed after removing inattentive responses and participants who did not identify as Black or White. Independent samples t-tests revealed statistically significant racial differences in intent to pursue, perceived racial identity compatibility, and perceptions of diversity in the field. Black students reported higher levels of intent to pursue a doctoral degree and White students reported higher scores on perceived racial identity compatibility and diversity in the field. Hierarchical multiple regression analyses revealed a statistically significant interaction between perceived clinical psychology diversity and race, such that Black students reported higher levels of intent to pursue when they perceived diversity as low and White students reported higher levels of intent to pursue when they perceived diversity as high. There were no statistically significant effects of hometown rurality on intent to pursue a doctoral degree
Research Security Policy
No full textFederal and state governments and granting agencies have recognized the risks of foreign influence within the higher education research community and that some foreign governments, institutions, and researchers have used their participation in the research community to compromise U.S. national and economic security. While Georgia Southern University (University), recognizes the value and necessity of international collaborations in fulfilling the goals of education and research, the University is committed to these goals and to mitigating the risks to research security and foreign interference by following the highest standards of compliance in the pursuit of international collaborations with researchers and institutions similarly committed to research security, transparency, and reciprocity
Bonnie Faye Humphries
No full texthttps://digitalcommons.georgiasouthern.edu/willowhillheritage-obituaries/12347/thumbnail.jp
SLA Girl, Slay: Structured, Supported, Successful in CHEM 1211/1212 - The Professional Tutor’s Perspective on Program Growth and Academic Impact
No full textStructured Learning Assistance (SLA) at South Georgia State College began in 2018 as a stop-gap solution: a group tutoring model created to support students in CHEM 1211/1212, gateway courses with historically high attrition rates. What started as an improvised intervention has, over the course of 25 semesters, been refined into a structured, evidence-based program anchored in student learning outcomes and curriculum mapping. Led by a professional tutor, the SLA model integrates scaffolded sessions, intentional reinforcement of course assessments, and explicit development of problem-solving strategies. This alignment has transformed course performance patterns: the percentage of students earning A’s has risen from 3% to nearly 30%, while DFW rates—once exceeding 50%—have been reduced to nearly zero. This presentation—part one of a two-part presentation—comes from the perspective of the professional tutor who has led every SLA session since its inception. It will focus on the academic framework, implementation, and measurable impact of the program, laying the groundwork for the student-led companion presentation on the personal and community outcomes of SLA
Creative Dissertation Inquiries into the Life in Schools, Families, and Communities in the U. S. South
No full textIn this symposium, multiethnic researchers present their creative dissertation research projects on the life in schools, families, and communities in the U. S. South. Using Black woman speculative memoir, speculative essays, cross-cultural narrative inquiry, testimonios, histography, ethnography, culturally responsive/relevant/sustaining Montessori inquiry, critical disability narrative inquiry, multiracial/mixed race memoir, Black women generational narratives, and Black women writing about their lives as forms of inquiry, these researchers explore creative ways to push methodological boundaries and liberate academic writing by diving into life, writing into contradictions, and living against oppressions in schools, families, and communities in the U. S. South. Innovative writings engendered from the inquiries will be demonstrated. Potentials/challenges/future directions of creative forms of inquiries and modes of expression and representation will be discussed.
Individual Paper Presentations Within the Session:
Paper # 1: Creative Dissertation Inquiries into the Life in Schools, Families, and Communities in the U. S. South
Paper # 2: Stand Tall, Rise Up, and Speak Truth: A Black Woman’s Speculative Memoir
Paper # 3: “Releasing Imaginations” and Nurturing Dreams:
Invigorating Secondary School Curriculum for Minoritized Youth in the United States-Speculative Essays
Paper # 4: Developing Transcultural Curricula for Immigrant Healthcare Workers:
Cross-Cultural Narrative Inquiry
Paper # 5: Testimonios of Latina Mothers
Paper # 6: A Histography of the Education of Blacks in the South, 1935-1975
Paper # 7: Culturally Responsive/Relevant/Sustaining Montessori Curriculum and Pedagogy: Speculative Essays
Paper # 8: Testimonios of Latina/o Parents in the U. S. South
Paper # 9: Critical Disability Narrative Inquiry
Paper # 10: A Multiracial/Mixed Race Memoir
Paper # 11: “Have Our Say:” Black Women Generational Narratives
Paper # 12: “Their Highest Potential:” The Education of Blacks and Browns in the U. S. Sout
Pervasive Drive for Autonomy (PDA): Educational Considerations
No full textIn this presentation, I will review the diagnosis of Pathological Demand Avoidance, or Pervasive Drive for Autonomy (PDA), and how children with PDA characteristics function in structured learning environments, specifically traditional school settings. Educational considerations will be considered, including creating supportive classroom environments, establishing rapport with children, and providing children with opportunities of choice, all of which have been shown to help children with PDA succeed in educational settings. The majority of children with PDA will experience school refusal at some point, and many require alternative educational arrangements, such as one-on-one support at school or even homeschool, which will also be discussed
Beyond the Label: Building an Educational Specialist Course for Disability Studies in a Curriculum Program.
No full textIn graduate studies courses, we ask students to look beyond what they see currently in K-12 classrooms. This presentation will review a course created for an Educational Specialist in Curriculum studies at Augusta University, aimed at general and special educators. This course explores the theoretical distinctions between special education and disability studies, maintaining a balance between practical models and activities and theoretical models of curriculum studies. The course provides additional differentiation for EdS students seeking an elective to expand their knowledge of disability, thereby expanding course offerings for those not pursuing ESOL, gifted, or reading endorsements as their electives