ABSTRACT
Over the last two decades, there have been numerous calls for increasing the integration of diversity content in the undergraduate psychology curriculum (e.g., Brewer et al., 1993; Brislin & Horvath, 1997; Carpintero, 1992; Cole, 1984; Cushner, 1987; Enns, 1994; Flores, 1999; Goldstein, 1995; Kennedy, Scheiver, & Rogers, 1984; Kowalski, 2000; McGovern, Furumoto, Halpern, Kimble, & McKeachie, 1991; Russell, 1984; Sue, Bingham, Porché-Burke, & Vasquez, 1999). For example, McGovern et al. (1991) included among the common goals associated with the undergraduate psychology major the expectation that
psychology students should learn to think critically about themselves, including their differences and their similarities with others; to evaluate their attitudes about people who are different from themselves; and to know how gender, race, ethnicity, culture, and class affect all human perspectives and experiences. (p. 601)
