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Textual representations of diversity in COAMFTE accredited doctoral programs
John J Lawless1, Stephanie Brooks, Stacey Julye
1Programs in Couple and Family Therapy, Drexel University, Philadelphia, Pennsylvania, 19102, USA. jlawless@drexel.edu
Journal of Marital and Family Therapy
|February 14, 2006
Summary
Many marriage and family therapy programs present diversity information inconsistently online. This study found a lack of cultural sensitivity and social justice content in accredited doctoral programs
Area of Science:
- * Social Sciences
- * Education
- * Psychology
Background:
- * The internet is a primary tool for prospective students exploring educational programs.
- * Marriage and family therapy students often seek information on cultural diversity and program commitment.
- * Accreditation standards require programs to address diversity, yet online representation varies.
Purpose of the Study:
- * To examine how COAMFTE-accredited doctoral programs represent cultural diversity on their websites.
- * To analyze the congruence between online diversity information and cultural sensitivity using critical race theory.
Main Methods:
- * Qualitative content analysis of COAMFTE-accredited doctoral program websites.
- * Application of critical race theory to interpret the representation of cultural text.
- * Examination of programmatic information related to diversity and cultural sensitivity.
Main Results:
- * Inconsistent and isolated use of cultural text was observed across many program websites.
- * Programmatic information on diversity often appeared incongruent with genuine cultural sensitivity.
- * Absence of cultural text related to social justice was a significant finding.
Conclusions:
- * Many accredited marriage and family therapy programs need to improve their online representation of diversity.
- * Greater emphasis on cultural sensitivity and social justice in website content is recommended.
- * Findings suggest a gap between stated diversity commitments and online communication.
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