About Us: As an extension of the AACN Relevance 2050’s Initiatives, the Student Pipeline Subcommittee (SPS) aims to increase recruitment and retention of underrepresented students into neuropsychology. In line with our mission, we hope to provide the necessary resources and support to assist undergraduate and post-baccalaureate students from historically underrepresented backgrounds in entering the field of neuropsychology. Accordingly, we are excited to announce that, in collaboration with New2Neuropsychology (N2N), we have been approved to provide our second set of Graduate School Application Scholarships for individuals applying to graduate school in neuropsychology.
What: To offset costs of graduate school applications, we are awarding thirty $500 scholarships to undergraduate and post-baccalaureate students from underrepresented backgrounds who will be applying to clinical psychology graduate programs, plan on pursuing neuropsychology as a specialty, and demonstrate financial need. Please note, individuals who have previously been awarded this scholarship are not eligible to receive this scholarship again.
How to apply:
- Please complete the following submission form. We will be accepting submissions starting on 9/01/23. Final submission due date will be 11:59pm PT 10/01/23. Application winners will receive an email by 10/28/23.
- At the end of the submission form, you will be prompted to upload your essay:
- Provide a response to this essay prompt (word limit = 500): Please discuss how diversity has impacted your life and how you plan to use your degree to make a difference in today’s multicultural world. Please also briefly describe your financial need for this scholarship and how you will benefit from this scholarship.
- Click here to view an example of a previous awardee’s essay for reference.
SPS will be reviewing each statement submitted based on pre-established criteria outlined below:
| Indicators | Exceptional or Clearly Addressed (3) | Adequate or Addressed Somewhat Cleary (2) | Fair or Addressed but Unclear (1) | Poor or Not Addressed (0) | Raw Score |
|---|---|---|---|---|---|
|
A: Knowledge and Awareness |
Uses sensitive language, demonstrates comfort when describing diversity-related issues |
Mostly uses sensitive language, demonstrates some comfort when describing diversity-related issues |
Some attempts at using sensitive language, awkwardness/discomfort when discussing diversity-related issues |
Does not use sensitive language, relies on cliches and platitudes, overly general statements, etc. |
|
|
Aspects of diversity (e.g., race, ethnicity, culture, gender, sexual orientation, socioeconomic status, disability status, immigration status, first-generation) |
Identifies and discusses many intersectional aspects of diversity |
Identifies and discusses some intersectional aspects of diversity |
Identifies and discusses only the most commonly regarded aspects of diversity (e.g., race, gender) with no considerations for intersectionality |
Identifies and discusses only one aspect of diversity |
|
|
Importance of inclusion |
Discusses inclusion as an active process; recognizes barriers that individuals and groups face |
Discussing inclusion somewhat passively; recognizes some barriers that individuals and groups face |
Distinguishes inclusion from diversity but does not elaborate much or recognize barriers that individuals and groups face |
Does not distinguish inclusion from diversity |
|
|
Consequences of inequality |
Discusses challenges created by inequality in terms of resources, access, and opportunities |
Discusses a few challenges created by inequality in terms of resources, access, or opportunity |
Mentions inequality as a source of challenges, but does not elaborate much |
Does not discuss inequality or associated challenges or does so poorly |
|
|
Consequences of underrepresentation |
Discusses (under)representation and the role it plays in inclusion and creating an atmosphere of belonging |
Discusses (under)representation and some general consequences |
Mentions (under)representation with little discussion of consequences |
Does not discuss under(representation) or does so poorly |
|
|
B: Experience and Activities |
Activities span areas of involvement (e.g., community service and academic service) and show consistent track record appropriate for career stage |
Activities span areas of involvement (e.g., community service and academic service) but are inconsistent, intermittent, or are disproportionately infrequent for career stage |
Activities are within one area and are inconsistent, intermittent, or are disproportionately infrequent for career stage |
Does not describe experience/activities related to diversity and inclusion |
|
|
With students/student programs |
Describes multiple instances of involvement with diversity/inclusion groups, programs, etc. Activities are described in depth |
Describes multiple instances of involvement with diversity/inclusion groups, programs, etc., but little detail provided |
Describes a single instance of involvement with diversity/inclusion groups, programs, etc. |
Does not describe any instances of involvement with diversity/inclusion groups, programs, etc. or does so poorly |
|
|
Mentorship, research activities, etc. |
Demonstrates attention to diversity/inclusion in research and mentoring activities |
Demonstrating some attention to diversity/inclusion in research and mentoring activities |
Vague mention(s) of diversity/inclusion in relation to mentorship, research activities, etc. |
Does not mention
diversity/ inclusion in
relation to mentorship,
research activities, etc. or does so poorly
|
|
|
C: Plans |
Plans are contextualized within the goals and challenges of the field of neuropsychology AND society more generally |
Plans are contextualized within the goals and challenges of the field of neuropsychology OR society more generally |
Plans described without reference to the goals and challenges of the field of neuropsychology or society more generally |
Does not describe plans for future activities related to diversity and inclusion |
|
|
Involvement with or creation of programs, initiatives, etc. that advance equity within the field of neuropsychology |
Describes specific activities/programs and plans to get involved; identifies specific ways to advance equity within the field of neuropsychology |
Describes plans to get involved; identifies specific ways to advance equity that may not specifically impact the field of neuropsychology |
Mentions interest in getting involved with activities/programs that advance equity in the field of neuropsychology but doesn’t describe anything specifically |
Does not describe planned involvement with any activities/programs that advance equity within the field of neuropsychology or does so poorly |
|
|
Involvement with or creation of programs, initiatives, etc. that advance equity in society more generally |
Describes detailed plans to advance diversity and inclusion goals beyond the field of neuropsychology through community outreach and related programs |
Describes general plans to advance diversity and inclusion goals beyond the field of neuropsychology through community outreach activities and related programs |
Mentions interest in advancing diversity and inclusion goals beyond the field of neuropsychology through community outreach and related programs |
Does not mention plans to advance diversity and inclusion goals beyond the field of neuropsychology or does so poorly |
|
Total Score: ________________
** Adapted from the University of Nebraska Diversity and Inclusion Statement Evaluation Criteria
Thank you, and we look forward to reviewing your applications!
This form closed at 11:59 PM PT on October 1, 2023.