The SDSU Department of Psychology is committed to diversity, inclusion, equity, and social justice for
our students, staff, faculty, administrators, and broader community. Our department aspires to create,
advance, and disseminate knowledge through research, teaching, and service in a collaborative and
inclusive environment. We are dedicated to fostering innovation, critical thinking, community
engagement, and science-based interventions to address real-world problems benefitting diverse
communities.

Culture and diversity are embedded in our lives, profession, and university. Our educational and
research activities are enriched by our local contexts including our close proximity to the U.S.-Mexico
border and to 18 federally recognized Native American tribes in San Diego County, our main campus
location on Kumeyaay land, our designation as a Hispanic-Serving Institution, our ethnically/culturally
diverse student body, and our ties to San Diego’s ethnically/culturally diverse communities. Our
scholarship and teaching should reflect this diversity and be an integral part of our activities as a
department. We know that a diverse, inclusive, and equitable psychological science, viewed through the
lens of social justice, benefits all members of our community and beyond.

We are aware that we need to confront inequities embedded in our education system and in our field.
Often, theories, findings, and prominent psychologists featured in our courses reflect inherent biases in
education and research. We also acknowledge that many of our students and colleagues contend with
biases in the form of microaggressions, subtle communications, expressions of colorblindness,
invisibility, formal policies, academic requirements, and blatant insults or threats.

As a department, we are committed to addressing inequities on our campus, within our disciplines, and in
our communities by changing our perceptions, practices, and policies. Key stakeholders within the
department (i.e., undergraduate and graduate students, tenured, tenure-track, and lecturer faculty,
research scientists, and staff) have started this process by examining current curriculum, student
outcomes, and departmental policies and procedures. We are in the process of identifying meaningful
changes to instructional activities, field and research opportunities, and admission, hiring, and promotion
practices that perpetuate inequities. The long-term goals for our department include (but are not limited
to):

1. Achieving equitable student outcomes, such as passing classes, continuing education, and
graduation rates
2. Supporting students’ qualitative educational experiences, including creating/sustaining a climate
of inclusion
3. Increasing diversity of hires across all levels
4. Creating a climate of inclusion that supports the retention of underrepresented employees at all
levels
5. Generating/applying new knowledge related to diversity, inclusion, equity, and social justice