DIVERSITY in action
Implementation of Guidelines for “Inclusive Psychology“
Trimble, Stevenson, and Worell (2003) provided considerable guidance to textbook authors and publishers regarding opportunities for including diversity content in an introductory psychology textbook. They focus on the following types of diversity: age, culture, race/ethnicity, gender, disability, language, and sexual orientation. We have used their paper as a blueprint for incorporating the dimension of diversity in our textbook.
We adamantly concur with Trimble et al. (2003) when they state that “Culture, race/ethnicity, gender, disability, sexual orientation, language, and age can be integrated into the main text of every textbook chapter. Highlighting these issues only in special sections or boxes fosters the continued marginalization of members of nondominant groups” (p. 2). Instead of providing demeaning “diversity boxes,” we incorporate diversity issues seamlessly throughout the narrative and in illustrations and examples.
Trimble et al. (2003) provide extensive, detailed suggestions for specific content, such as inclusion of stereotype threat and gender and cultural issues in eating disorders, that we have found useful. For interested faculty and students, we have a comprehensive, separate document with chapter and page references indicating how we have implemented these recommendations. Please feel free to email firstname.lastname@example.org to obtain a copy.
In addition, great care has been taken to adhere to American Psychological Association standards on language. Illustrations feature individuals of diverse races, ethnicities, ages, abilities, and gender. Illustrations, when possible, show people in a positive light (e.g., no sad older adults feeding pigeons) and avoid traditional depictions (e.g., male therapist helping female client). Large numbers of illustrations feature cross-cultural examples. Cross-cultural research is featured whenever possible, such as global studies of subjective well-being.