Student Perceptions of Diversity, Equity, and Inclusion Practices Related to Racism in Behavior-Analytic Graduate Training Programs

Abstract

Recent literature addressing the development of cultural competencies and antiracism in behavior-analytic graduate training programs has focused primarily on the perspectives of faculty and current practitioners. The present study reports survey data on the perceptions of graduate students actively enrolled in those programs with respect to their racial equity and inclusion practices, as one important dimension of establishing cultural competency. Verified course sequence coordinators in the United States were asked to forward an invitation with an electronic survey link to the students in their programs. Survey questions asked about perceived: (1) racial diversity of fellow students and faculty; (2) race-related experiences during recruitment; (3) inclusion of race-related topics and materials in program curricula and course content; (4) availability and adequacy of resources to support racially diverse graduate students and other diversity efforts; and (5) composition and climate of the campus, department, and program with respect to racial equity and inclusion. Overall, the survey results indicate that there is work still to be done if behavior-analytic training programs are to reflect recommended practices in equity and inclusion for our students and contribute maximally to creating antiracist graduate programs. These findings may stand as a source of some concern in our efforts to prepare developing professionals as culturally competent and antiracist researchers and practitioners.