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Multiculturalism

The Department of Psychology at the University of Rhode Island endorses the following mission with respect to multiculturalism:

Our mission in the Psychology Department at the University
of Rhode Island concerns the fundamental rights, dignity, and worth of all people, and our goal is to achieve a climate of understanding and respect for and among diverse individuals. In working to create such an environment, we are mindful of cultural, individual and role differences, including those due to age,gender, race, ethnicity, national origin, religion, sexual orientation, disability, language and socioeconomic status. We are committed to fostering and integrating multiculturalism within the Department at both a didactic and personal level, and we promote conflict resolution in a just and responsible fashion that avoids or minimizes harm while respecting the rights of all individuals.

Our Mission is...

...to generate knowledge of basic psychological processes and contextual influences on psychological and physical functioning,

...to apply knowledge to promote health and welfare in a pluralistic society by enhancing the functioning of individuals and social systems,

...to translate knowledge into science-based programs, policies, and professional practices responsive to societal needs, and

...to transmit knowledge through educational programs that inform individual development, provide understanding of human behavior, and prepare scientist-practitioners to become future leaders and innovators.

In the accomplishment of this mission we...

...value the fundamental rights, dignity, and worth of all people in achieving our goal to create a climate of understanding and respect among diverse individuals,

...respect cultural, individual, and role differences due to age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, and socioeconomic status,

...commit to fostering and integrating multiculturalism at both a didactic and personal level, and

...promote conflict resolution in a just and responsible fashion that avoids or minimizes harm while respecting the rights of all individuals.

Frequently Asked Questions About the Multicultural Focus of the Psychology Department at URI

For all students who are considering applying to graduate programs in Psychology at URI, we think it is important to provide a brief introduction to our central commitment to a diverse and supportive community of scholars.

How committed is the University of Rhode Island to diversity?

The University of Rhode Island places great importance on the recruitment and success of a diverse student body. URI President Robert Carothers has identified diversity issues as a top priority of our institution. The campus is served by our Multicultural Center, which reflects our commitment to a positive valuing of diversity and supports culturally diverse national and international student organizations and associations such as African Awareness, Asian American Students, Cape Verdean Students, Gay, Lesbian, Bisexual & Transgender Association, Haitian Students Association, Higher Calling Gospel Choir, Latin American Students, Multicultural Student Alliance, Multiethnic Student Association, and Multiethnic Graduate Association, Muslim Student Association, NAACP of URI, Sigma Lambda Upsilon Sorority, Students Organized Against Racism, and Uhuru Sa Sa. The Multicultural Center also organizes the annual campus Diversity Week, held in the Fall, an opportunity to celebrate and learn more about the differences we bring to our shared academic life. In 2005, URI joined the Hispanic Association of Colleges and Universities (HACU), as a reflection of its commitment to the success of Hispanic students in higher education, becoming the only higher education institution in the state to do so.

How committed is the Psychology Department to diversity?

The Psychology Department is highly committed to the development of culturally competent professional psychologists. This commitment is explicitly reflected in its mission statement, and in our Multicultural Competency requirement for all graduate students.
The work of the department's Task Force on the Multicultural Awareness and Diversity and the standing Affirmative Action Committee are excellent examples of faculty and students working together to build a psychology program that is responsive to the needs of a diverse America.
The Psychology Department has taken a leadership role on campus in matters of diversity and multicultural awareness as evidenced by the co-sponsorship of the annual Diversity Week program, and our award winning collaboration with the URI Multicultural Center.
Our graduate programs are of high quality, are APA accredited (clinical and school), and have an increasing number of students of color. For example, 18% of Behavioral Science students, 32% of Clinical Psychology students and 14% of the student body within the School Psychology program are students of color and a growing number of our Behavioral Science and School Psychology students are bilingual.
The Clinical Psychology program was recognized in 2003 with an “Honorable Mention” by APA’s Suinn Minority Achievement Award.

What special sources of funding and financial support are available?

Every year the URI Graduate School awards Minority Fellowships to qualified students, and our students are often recipients of these awards. Several regular sources of support are also relevant: Departmental graduate teaching assistantships, grant-funded Research Assistantships, Graduate Assistantships in other University programs (including the Multicultural Center, Disabilities Services, and Talent Development), and community agency placements. The federal agency NIH has funded students and faculty on existing research projects at the Cancer Prevention Research Center using funding from “Research Support for Underrepresented Minorities.” There are state and federal funded opportunities through the partnership of the Psychology Consultation Center and Rhode Island Department of Correction that give students significant exposure to a culturally and ethnically diverse clinically challenging population in a correctional setting. Research assistantships often engage with topics that incorporate diversity-related issues. Some other forms of financial assistance are available through the URI Graduate Student Association, URI Health Promotion Partnership, and the URI Family Research Partnership.

In addition, other sources of funding should be highlighted including the APA Minority Fellowship Program (for more information visit www.apa.org), the Rhode Island School Psychologists Association Minority Scholarship Award offered on an annual basis (www.rispa.org), and the National Association of School Psychologists which funds an annual Minority Scholarship Award (www.nasponline.org). The graduate student association within APA, APAGS, also accepts applications for scholarships and awards at www.apa.org/apags/members/schawrdsintro.html.

How does the graduate curriculum address multicultural issues?

Several courses address the psychology of diversity and multicultural competence. The department's course, PSY600 Multicultural Issues in Psychology, is a recommended experience for all graduate students, and can be used to meet one element of the multicultural compentency requirement. This course and other offerings meet APA standards for cultural competence in graduate training programs. Examples of other courses include: PSY625 Psychology of Trauma; PSY626 Social Psychology: Gender, Power and Culture; PSY690G Multicultural Counseling and Psychotherapy; and PSY690 Women’s and Men’s Health.

The department recently endorsed the establishment of the Multicultural Focus area, a concentration in multicultural psychology involving several courses and experiences, that is undergoing development.

What are some examples of faculty interests in diversity issues?

Garrido, M. A culturally sensitive approach to the assessment and treatment of Hispanic clients; Cross-cultural competence in mental health service delivery.

Harlow, L. Enhancing interest, retention and performance of quantitative science, particularly among underrepresented groups, with focus on a Minority Student Quantitative Psychology Program for APA 2006 (developed and coordinated by Dr. Herb Eber and others, and including conferences, workshops, scholarships and mentoring).

Quina, K. Understanding and meeting the special needs of incarcerated women.

Rogers, M. Cross-cultural training, cross-cultural school psychology competencies, and cross-cultural supervision.

Stevenson, J. Evaluation research in multicultural settings; empowerment of participants in community health promotion research.

What are some examples of faculty publications on diversity issues?

In addition to the interests described above, several of the faculty has been recognized nationally for their publications on multicultural issues and topics. Examples of the most recent publications include:
- Anatchkova, M. D., Redding, C. A., & Rossi, J. S. (2005). Development and validation of decisional balance and temptations measures for Bulgarian adolescent smokers. Addictive Behaviors.
- Hambleton, R. K., Merenda, P. F., & Spielberger, C. D. (Eds.). (2005). Adapting educational and psychological tests for cross-cultural assessment. New Jersey: Lawrence Erlbaum Associates
- Harris, S. M. (2004). The effect of health value and ethnicity on the relationship between hardiness and health behaviors. Journal of Personality, 72, 379-411.
- Johnson, J. L., Fava, J. L., Velicer, W. F., Monroe, A.D., & Emmons, K. (2002). Testing stage effects in an ethnically diverse sample. Addictive Behaviors, 27, 605-617.
- Lopez, E. C. & Rogers, M. R.(2001). Conceptualizing cross-cultural school psychology competencies. School Psychology Quarterly, 16, 270-302.
- Lopez, E. C., & Rogers, M. R.(2006). Multicultural competencies and training in school psychology: Issues, approaches, and future directions. In G. Esquival, E. C. Lopez, & S. Nahari (Eds.), Handbook of multicultural school psychology. New Jersey: Erlbaum.
- Lott, B. & Rogers, M. R.(2005). School consultants working for equity with families, teachers, and administrators. Journal of Educational and Psychological Consultation, 16, 1-16.
- Lott, B., & Saxon, S. (2002). The influence of ethnicity, social class and context on judgments about U.S. women. Journal of Social Psychology, 142, 481-499.
- Vasquez, M. J. T., Lott, B. Garcia-Vazquez, E., Grant, S. K., Iwamasa, G. Y., Molina, L. E., Ragsdale, B. L., & Vestal-Dowdy, E. (2006). Personal reflections: Barriers and strategies in increasing diversity in psychology. American Psychologist. 61, 157-172.
- Nelson, D., & Rogers, M. R. (2002). Silenced voices: A case of racial and cultural intolerance in the schools. In C. Korn & Bursztyn (Eds.). Rethinking multicultural education (pp. 13-29). Westport, CT: Bergin and Garvey.
- Rogers, M. R. (2006). Exemplary multicultural training in school psychology. Cultural Diversity and Ethnic Minority Psychology.
- Rogers, M. R. (2005). Multicultural training in school psychology. In C. Reynolds & C. Frisby (Eds.), Comprehensive handbook of multicultural school psychology (pp. 993-1022). Hoboken, NJ: Wiley.
- Rogers, M.R., & Lopez, E. (2002). Identifying critical cross-cultural school psychology competencies. Journal of School Psychology, 40, 115-141.
- Rogers, M. R. & Molina, L. (2006). Recruiting and retaining graduate students of color: Exemplary efforts in psychology. American Psychologist. 61, 143-156.
- Stevenson, J. F., McMillan, B., Mitchell, R., & Blanco, M. (1998). Project HOPE: Altering risk and protective factors for high risk Hispanic youth and their families. Journal of Primary Prevention, 18(3): 287-317).
- Wade, M., Bueno de Mesquita, P., & Van Wyk, J. (2004). Diversity week: A practitioner’s approach to infusing multiculturalism into campus culture. Proceedings of the East Coast Multicultural Personnel Summit, Duke University Center for Multicultural Affairs, Durham, North Carolina.

How can I learn more about opportunities for pursuing a graduate degree in Psychology at the University of Rhode Island?

Check us out on the World Wide Web!

Learn more about the University, the Psychology Department, and our graduate programs by visiting our web pages:

Psychology Department
http://www.uri.edu/artsci/psy
(401)874-2193

Multicultural Center
http://www.uri.edu/mutic/mission.html
(401)874-2851

Drop us an e-mail message and chat with our faculty about our programs:

School Psychology:
Dr. Paul deMesquita - pauldem@uri.edu

Clinical Psychology:
Dr. Alan Berman - alberman@uri.edu

Behavioral Science:
Dr. Kat Quina - kquina@uri.edu

Contact our Graduate Admissions Office: psyadmin@etal.uri.edu

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		Multiculturalism

			The Department of Psychology at the University of Rhode Island endorses the following mission with respect to multiculturalism: Our mission in the Psychology Department at the University of Rhode Island concerns the fundamental rights, dignity, and worth of all people, and our goal is to achieve a climate of understanding and respect for and among diverse individuals. In working to create such an environment, we are mindful of cultural, individual and role differences, including those due to age,gender, race, ethnicity, national origin, religion, sexual orientation, disability, language and socioeconomic status. We are committed to fostering and integrating multiculturalism within the Department at both a didactic and personal level, and we promote conflict resolution in a just and responsible fashion that avoids or minimizes harm while respecting the rights of all individuals. Our Mission is... ...to generate knowledge of basic psychological processes and contextual influences on psychological and physical functioning, ...to apply knowledge to promote health and welfare in a pluralistic society by enhancing the functioning of individuals and social systems, ...to translate knowledge into science-based programs, policies, and professional practices responsive to societal needs, and ...to transmit knowledge through educational programs that inform individual development, provide understanding of human behavior, and prepare scientist-practitioners to become future leaders and innovators. In the accomplishment of this mission we... ...value the fundamental rights, dignity, and worth of all people in achieving our goal to create a climate of understanding and respect among diverse individuals, ...respect cultural, individual, and role differences due to age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, and socioeconomic status, ...commit to fostering and integrating multiculturalism at both a didactic and personal level, and ...promote conflict resolution in a just and responsible fashion that avoids or minimizes harm while respecting the rights of all individuals. Frequently Asked Questions About the Multicultural Focus of the Psychology Department at URI For all students who are considering applying to graduate programs in Psychology at URI, we think it is important to provide a brief introduction to our central commitment to a diverse and supportive community of scholars. How committed is the University of Rhode Island to diversity? The University of Rhode Island places great importance on the recruitment and success of a diverse student body. URI President Robert Carothers has identified diversity issues as a top priority of our institution. The campus is served by our Multicultural Center, which reflects our commitment to a positive valuing of diversity and supports culturally diverse national and international student organizations and associations such as African Awareness, Asian American Students, Cape Verdean Students, Gay, Lesbian, Bisexual & Transgender Association, Haitian Students Association, Higher Calling Gospel Choir, Latin American Students, Multicultural Student Alliance, Multiethnic Student Association, and Multiethnic Graduate Association, Muslim Student Association, NAACP of URI, Sigma Lambda Upsilon Sorority, Students Organized Against Racism, and Uhuru Sa Sa. The Multicultural Center also organizes the annual campus Diversity Week, held in the Fall, an opportunity to celebrate and learn more about the differences we bring to our shared academic life. In 2005, URI joined the Hispanic Association of Colleges and Universities (HACU), as a reflection of its commitment to the success of Hispanic students in higher education, becoming the only higher education institution in the state to do so. How committed is the Psychology Department to diversity? The Psychology Department is highly committed to the development of culturally competent professional psychologists. This commitment is explicitly reflected in its mission statement, and in our Multicultural Competency requirement for all graduate students. The work of the department's Task Force on the Multicultural Awareness and Diversity and the standing Affirmative Action Committee are excellent examples of faculty and students working together to build a psychology program that is responsive to the needs of a diverse America. The Psychology Department has taken a leadership role on campus in matters of diversity and multicultural awareness as evidenced by the co-sponsorship of the annual Diversity Week program, and our award winning collaboration with the URI Multicultural Center. Our graduate programs are of high quality, are APA accredited (clinical and school), and have an increasing number of students of color. For example, 18% of Behavioral Science students, 32% of Clinical Psychology students and 14% of the student body within the School Psychology program are students of color and a growing number of our Behavioral Science and School Psychology students are bilingual. The Clinical Psychology program was recognized in 2003 with an “Honorable Mention” by APA’s Suinn Minority Achievement Award. What special sources of funding and financial support are available? Every year the URI Graduate School awards Minority Fellowships to qualified students, and our students are often recipients of these awards. Several regular sources of support are also relevant: Departmental graduate teaching assistantships, grant-funded Research Assistantships, Graduate Assistantships in other University programs (including the Multicultural Center, Disabilities Services, and Talent Development), and community agency placements. The federal agency NIH has funded students and faculty on existing research projects at the Cancer Prevention Research Center using funding from “Research Support for Underrepresented Minorities.” There are state and federal funded opportunities through the partnership of the Psychology Consultation Center and Rhode Island Department of Correction that give students significant exposure to a culturally and ethnically diverse clinically challenging population in a correctional setting. Research assistantships often engage with topics that incorporate diversity-related issues. Some other forms of financial assistance are available through the URI Graduate Student Association, URI Health Promotion Partnership, and the URI Family Research Partnership. In addition, other sources of funding should be highlighted including the APA Minority Fellowship Program (for more information visit www.apa.org), the Rhode Island School Psychologists Association Minority Scholarship Award offered on an annual basis (www.rispa.org), and the National Association of School Psychologists which funds an annual Minority Scholarship Award (www.nasponline.org). The graduate student association within APA, APAGS, also accepts applications for scholarships and awards at www.apa.org/apags/members/schawrdsintro.html. How does the graduate curriculum address multicultural issues? Several courses address the psychology of diversity and multicultural competence. The department's course, PSY600 Multicultural Issues in Psychology, is a recommended experience for all graduate students, and can be used to meet one element of the multicultural compentency requirement. This course and other offerings meet APA standards for cultural competence in graduate training programs. Examples of other courses include: PSY625 Psychology of Trauma; PSY626 Social Psychology: Gender, Power and Culture; PSY690G Multicultural Counseling and Psychotherapy; and PSY690 Women’s and Men’s Health. The department recently endorsed the establishment of the Multicultural Focus area, a concentration in multicultural psychology involving several courses and experiences, that is undergoing development. What are some examples of faculty interests in diversity issues? Garrido, M. A culturally sensitive approach to the assessment and treatment of Hispanic clients; Cross-cultural competence in mental health service delivery. Harlow, L. Enhancing interest, retention and performance of quantitative science, particularly among underrepresented groups, with focus on a Minority Student Quantitative Psychology Program for APA 2006 (developed and coordinated by Dr. Herb Eber and others, and including conferences, workshops, scholarships and mentoring). Quina, K. Understanding and meeting the special needs of incarcerated women. Rogers, M. Cross-cultural training, cross-cultural school psychology competencies, and cross-cultural supervision. Stevenson, J. Evaluation research in multicultural settings; empowerment of participants in community health promotion research. What are some examples of faculty publications on diversity issues? In addition to the interests described above, several of the faculty has been recognized nationally for their publications on multicultural issues and topics. Examples of the most recent publications include: Anatchkova, M. D., Redding, C. A., & Rossi, J. S. (2005). Development and validation of decisional balance and temptations measures for Bulgarian adolescent smokers. Addictive Behaviors. Hambleton, R. K., Merenda, P. F., & Spielberger, C. D. (Eds.). (2005). Adapting educational and psychological tests for cross-cultural assessment. New Jersey: Lawrence Erlbaum Associates Harris, S. M. (2004). The effect of health value and ethnicity on the relationship between hardiness and health behaviors. Journal of Personality, 72, 379-411. Johnson, J. L., Fava, J. L., Velicer, W. F., Monroe, A.D., & Emmons, K. (2002). Testing stage effects in an ethnically diverse sample. Addictive Behaviors, 27, 605-617. Lopez, E. C. & Rogers, M. R.(2001). Conceptualizing cross-cultural school psychology competencies. School Psychology Quarterly, 16, 270-302. Lopez, E. C., & Rogers, M. R.(2006). Multicultural competencies and training in school psychology: Issues, approaches, and future directions. In G. Esquival, E. C. Lopez, & S. Nahari (Eds.), Handbook of multicultural school psychology. New Jersey: Erlbaum. Lott, B. & Rogers, M. R.(2005). School consultants working for equity with families, teachers, and administrators. Journal of Educational and Psychological Consultation, 16, 1-16. Lott, B., & Saxon, S. (2002). The influence of ethnicity, social class and context on judgments about U.S. women. Journal of Social Psychology, 142, 481-499. Vasquez, M. J. T., Lott, B. Garcia-Vazquez, E., Grant, S. K., Iwamasa, G. Y., Molina, L. E., Ragsdale, B. L., & Vestal-Dowdy, E. (2006). Personal reflections: Barriers and strategies in increasing diversity in psychology. American Psychologist. 61, 157-172. Nelson, D., & Rogers, M. R. (2002). Silenced voices: A case of racial and cultural intolerance in the schools. In C. Korn & Bursztyn (Eds.). Rethinking multicultural education (pp. 13-29). Westport, CT: Bergin and Garvey. Rogers, M. R. (2006). Exemplary multicultural training in school psychology. Cultural Diversity and Ethnic Minority Psychology. Rogers, M. R. (2005). Multicultural training in school psychology. In C. Reynolds & C. Frisby (Eds.), Comprehensive handbook of multicultural school psychology (pp. 993-1022). Hoboken, NJ: Wiley. Rogers, M.R., & Lopez, E. (2002). Identifying critical cross-cultural school psychology competencies. Journal of School Psychology, 40, 115-141. Rogers, M. R. & Molina, L. (2006). Recruiting and retaining graduate students of color: Exemplary efforts in psychology. American Psychologist. 61, 143-156. Stevenson, J. F., McMillan, B., Mitchell, R., & Blanco, M. (1998). Project HOPE: Altering risk and protective factors for high risk Hispanic youth and their families. Journal of Primary Prevention, 18(3): 287-317). Wade, M., Bueno de Mesquita, P., & Van Wyk, J. (2004). Diversity week: A practitioner’s approach to infusing multiculturalism into campus culture. Proceedings of the East Coast Multicultural Personnel Summit, Duke University Center for Multicultural Affairs, Durham, North Carolina. How can I learn more about opportunities for pursuing a graduate degree in Psychology at the University of Rhode Island? Check us out on the World Wide Web! Learn more about the University, the Psychology Department, and our graduate programs by visiting our web pages: Psychology Department http://www.uri.edu/artsci/psy (401)874-2193 Multicultural Center http://www.uri.edu/mutic/mission.html (401)874-2851 Drop us an e-mail message and chat with our faculty about our programs: School Psychology: Dr. Paul deMesquita - pauldem@uri.edu Clinical Psychology: Dr. Alan Berman - alberman@uri.edu Behavioral Science: Dr. Kat Quina - kquina@uri.edu Contact our Graduate Admissions Office: psyadmin@etal.uri.edu
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					Web site last updated: May 2007. The University is an affirmative action/equal opportunity employer. © 2007. University of Rhode Island. All Rights Reserved.