Graduate School Application Scholarship

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 enter the field of neuropsychology. Accordingly, we are excited to announce that, in collaboration with New2Neuropsychology (N2N), we have been approved to provide our first set of scholarship awards for those applying to graduate school, with interests in neuropsychology.

What: To offset costs of graduate school applications, we are awarding eighteen $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.

How to apply:

  1. Please complete the following submission form. We will be accepting submissions starting on 9/25/22. Final submission due date will be 11:59pm PT 10/16/22. Applications will be reviewed by 10/31/22 and application winners will receive an email by 11/4/22.
  2. 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.

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

D. Financial Need Discussion of financial need for scholarship is exceptional and clear (3)Discussion of financial need for scholarship is adequate or somewhat clear (2)Discussion of financial need for scholarship is fair or unclear (1) Discussion of financial need for scholarship is poor or not addressed (0) Raw Score
Benefits of Scholarship Clearly demonstrates how they may benefit from receiving this scholarship (3)Adequately or somewhat demonstrates how they may benefit from receiving this scholarship (2)Fairly or unclearly demonstrates how they may benefit from receiving this scholarship Poorly or does not demonstrate how they may benefit from receiving this scholarship Raw Score

Thank you and we look forward to reviewing your applications!

Scholarship Submission Form