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

Although academic departments and institutions frequently champion ideals of egalitarianism and inclusion, many are defined by status hierarchies that can undermine their stated commitment to these ideals. This article examines the distinct and interconnected influences of power, privilege, and positionality in the defense of progressive norms, with a particular focus on psychology departments as a context for epistemic and cultural analysis. The article proposes three orienting principles to guide departments toward greater equity and inclusion: (a) triangulating policies, ideals, and norms through participatory equity; (b) fostering an inclusive climate that values diverse forms of knowledge; and (c) establishing the preconditions for sustainable culture change, including alignment of rewards, acknowledgment of resistance, the need for restorative sacrifice, and measurement of progress. Collectively, these principles offer a practical framework for reconfiguring the academic department toward cultural inclusivity and socially situated scholarship that is meaningfully aligned with the civic responsibilities of higher education.