Power, Privilege, and Positionality in Psychology Departments: Toward a Framework for Inclusive Excellence

Area of Science:

• Social Sciences
• Higher Education Studies
• Psychology

Background:

• Academic departments frequently promote egalitarianism and inclusion.
• Status hierarchies within institutions can conflict with these stated ideals.
• Understanding power dynamics is crucial for advancing progressive norms.

Purpose of the Study:

• To examine the influences of power, privilege, and positionality on defending progressive norms.
• To analyze psychology departments as a case study for epistemic and cultural examination.
• To propose principles for enhancing equity and inclusion in academic settings.

Main Methods:

• Qualitative analysis of power, privilege, and positionality within academic departments.
• Focus on psychology departments for epistemic and cultural insights.
• Development of a framework based on proposed orienting principles.

Main Results:

• Identified the interconnected roles of power, privilege, and positionality in undermining inclusion.
• Proposed three key principles for fostering equity: participatory equity, valuing diverse knowledge, and preconditions for culture change.
• Highlighted the need for aligning rewards, acknowledging resistance, and measuring progress for sustainable change.

Conclusions:

• Reconfiguring academic departments is necessary for true cultural inclusivity.
• Socially situated scholarship should align with higher education's civic responsibilities.
• The proposed principles offer a practical framework for achieving greater equity and inclusion.