As stated in the American Psychological Association (APA) ethics code “3.01, Unfair Discrimination: In their work-related activities, psychologists do not engage in unfair discrimination based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, socioeconomic status, or any basis proscribed by law.”

DEI Related Publications

Fleck, B., & Richmond, A. S. (2022). Does Gender and Syllabus Design Affect Perceptions of Instructor’s Caring, Professionalism, Tone, and Student’s Memory of Syllabus Information. Teaching of Psychology. Advanced online publication https://doi.org/10.1177/00986283211072742

Lee, A. A., Fleck, B., & Richmond, A. S. (2021). Exploring the relations of academic self- handicapping with achievement goals among urban, underrepresented minority, middle school students. Educational Research: Theory and Practice, 32(2), 79-105. http://www.nrmera.org/wp-content/uploads/2021/05/5-Lee-et-al-Exploring-the-Relations.pdf

Hussey, H., Fleck, B., & Warner, R. (2010). Reducing student prejudice in diversity infused core psychology classes. College Teaching, 58(3), 85-92. http://dx.doi.org/10.1080/87567550903418560

Regarding course readings

It is my intent that students from all diverse backgrounds and perspectives be well-served by my courses, that students learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a resource, strength, and benefit.

I acknowledged that readings for my course are sometimes authored by a single representation. I acknowledged that it is possible that there may be both overt and covert biases in the material due to the lens with which it was written, even though the material is primarily of a scientific nature.

Let’s have a conversation in or out of class about course readings.