Equity, Diversity, and Inclusion Framework

EDI framework

Foreword

Every bit a mission-driven organization that applies the best available psychological scientific discipline to benefit society and improve lives, we recognize that the inclusion of diverse people, viewpoints and experiences are key to our success. I strongly believe that championing equity, diversity, and inclusion (EDI) is not only the right thing to do, information technology is the smart thing to practice. As we implement our strategic plan, EDI serves as a critical lens to drive our strategic priorities and measure the magnitude of our impact. Information technology is essential that we embed EDI throughout all aspects of our work.

APA has devoted significant attention to EDI since the late 1960s. For several decades, our boards, committees, divisions, and staff have worked diligently to accelerate EDI. While our work has been a high priority, it has not ever been coordinated and integrated. In June 2018, APA began to develop an EDI framework to guide APA'southward future EDI planning and the work of our chief variety officer, Maysa Akbar, PhD.

This process consisted of multiple rounds of input from staff, leadership, and experts beyond our membership base of operations. This evolving EDI framework draws on APA's 2005 diverseness policy, its 2007 diversity plans and reports, and best practices from the field of organizational EDI. APA'south EDI framework reflects our view that equity, multifariousness, and inclusion are vital to the progress of our Association, the field of psychology, and broader society.

The EDI framework also builds upon the work done to date and provides the foundation for the next phase of EDI strategic planning, including the development of iterative goals and metrics. The critical work ahead volition enable us to maximize the impact of our EDI efforts. We commit to engaging in a collaborative process that systematically and comprehensively advances EDI, our strategic priorities, and APA'southward vision and mission.

Arthur C. Evans, Jr., PhD
CEO, American Psychological Association

A brief history of psychology

The 2020 report on "Protecting and defending our people: Nakni tushka anowa (The warrior'southward path)," written by APA's Division 45, Society for the Psychological Report of Civilisation, Ethnicity and Race, recounts the history of psychology's adoption and perpetuation of U.S. colonialism and its contribution to systemic and structural barriers for Black, Indigenous, and People of Color (BIPOC).

The report states that, mainstream psychology in the US has at its foundation a White Eurocentric perspective. Although research suggests that BIPOC scientists tend to produce more innovative scholarship, these innovations have been systemically discounted by the field of psychology, academic institutions, and the publication process in ways that diminish representation and bear upon in the field. BIPOC perspectives in theory, research and applied contexts have not been seriously considered to have the disciplinary rigor assumed for the mainstream perspective. Race and ethnicity take been significantly underemphasized in peer-reviewed publications of psychological science. The demographics of psychology kinesthesia and of new doctoral graduates in psychology do non mirror the diverse population of the United states of america. Similarly, the membership of the APA does non reflect the various demographics of the U.s.a., and the racial and indigenous demographics of APA take changed little since 2007.

For a detailed history please read the total written report : APA Division 45 Warrior's Path Presidential Task Forcefulness (2020). Protecting and defending our people: Nakni tushka anowa (The warrior'south path)

Rationale for EDI framework

Beginning in the 1960s, grassroots activism groups, Black psychologists throughout the nation, too equally diverse APA members and EDI- focused divisions, challenged APA to reflect and respond to the lack of diversity of its membership and improve oppressive structures within the arrangement and profession. Their leadership, advocacy, and involvement contributed significantly to APA'southward acknowledgement and advancement with respect to EDI.

Since the late 1960s, APA has created boards and committees, divisions, and headquarters offices, focused on the concerns of marginalized groups (e.1000., BIPOC communities; women; older adults; lesbian, gay, bisexual, and transgender persons; and individuals with disabilities) within the arrangement, inside psychology, and in the broader order beyond the field of psychology. The representation and full participation of APA members and other psychologists from these groups within the leadership and membership of APA and in the field is an of import objective for APA. APA will examine its history and volition brainstorm to appoint in a process towards reconciliation and healing. Additionally, APA will continue its work to augment the representation of diverse groups within the organisation and profession—understanding that a heterogeneous association of people of diverse backgrounds and standpoints is critical for excellence and that embedding a focus on EDI is essential for APA to fulfill its mission to advance the cosmos, communication, and application of psychological noesis to benefit society and ameliorate lives (APA, Function of Ethnic Minority Affairs, 2005; see APA, Presidential Job Forcefulness, 2012).

Thus, for several decades, APA boards and committees, divisions, and offices have engaged in important and substantive EDI work. Nevertheless, these efforts accept been largely uncoordinated (APA, Office of Indigenous Minority Affairs, 2005; Leong et al., 2017). With the engagement of its membership and staff, APA has participated in a broad range of diversity activities, including the development of an Interim Diversity Implementation Plan in 2007 to guide and coordinate them. Even so, the variety programme was never fully implemented. For that reason, the main executive officeholder of APA commissioned this framework in 2018.

A systemic approach to organizational EDI needs to be intentional and engage all areas of the system, thus incorporating an EDI lens into all aspects of the organization (APA, 2008; Church et al., 2014; Cox, 2001; Smith, 2009; Sue, 2008; Williams, 2013). More than a disparate prepare of activities and events is vital (Smith, 2012; Williams, 2013). Instead, structural and cultural shifts, including organizational accountability, are important to create substantive, transformative, and sustainable change (Holvino et al., 2004; Williams, 2013). And it is of import to address both first order and second social club (or transformative) change—the old reflecting small, incremental adjustments and the latter indicating new assumptions and patterns governing organizational life (APA, Office of Indigenous Minority Diplomacy, 2005).

More than a disparate set of activities and events is required. Instead, structural and cultural shifts are important to create  substantive,  transformative, and  sustainable  change.

EDI strategic programme components

Vision statement

APA's vision for EDI articulates the organization's ultimate aspirations and thus provides a guide to the desired outcomes of EDI activities (Meet Esty, Griffin, & Hirsch, 1995; Holvino et al., 2004). The following statement, based on APA's strategic plan, articulates APA's EDI vision to successfully integrate EDI across the system and the discipline. The EDI framework is an ever-evolving document and should be used as a foundational tool to back up the achievement of APA'southward vision for EDI, including creating a common language and long-term coordinated strategy towards dismantling racism.

APA strives for an accessible, equitable, and inclusive psychology that promotes human rights, fairness, and nobility for all.

Mission argument

To advance EDI through psychological scientific discipline that champions thought leadership, innovation and excellence.

Guiding principles

The guiding principles of APA's EDI framework address the basic assumptions that are associated with the best practices in organizational EDI work. (Come across Hayles, 2013; Williams, 2013). The guiding principles are a prerequisite for achieving success in EDI equally articulated in APA's strategic programme.

APA itself

  • Volition take account for the Association's contribution to social hierarchies and inequities within the Association and profession. APA is committed to uplifting the voices of those who take been harmed and will learn from its history to create a more inclusive, equitable, and diverse field of psychology.
  • Is a global partner in the promotion of psychological practice, scientific discipline, and educational activity to address societal and global challenges, including structural racism, White supremacy, xenophobia, nativism, and other forms of bigotry.
  • Actively champions EDI throughout the unabridged arrangement and establishes procedures to ensure that APA's institutional practices are grounded in our delivery to promote variety, and to advance disinterestedness, and inclusion (encounter Cox, 2001; Holvino et al., 2004; Kalev, Dobbin & Kelly, 2006; Smith, 2009).
  • Fosters an organizational culture that opposes destructive social hierarchies of all forms, including but not limited to racism, sexism, classism, heterosexism, ageism, and ableism; thereby developing norms in which social hierarchies, racism, injustice, inequity, and exclusion are discussed candidly, while proactively and constructively addressed. (see Borrayo, 2008; APA CDWG, 2017).
  • Utilizes a strategic EDI roadmap that includes goals and objectives, and monitors, evaluates, and evolves those goals in an iterative style. (come across Smith, 2009; Williams, 2013).
  • Uses a matrixed organizational strategy to support the EDI calendar—for instance, promoting collaborative EDI implementation between and across directorates, boards, and committees; accountability mechanisms and reward systems to incentivize constituents to engage in EDI piece of work. (See APA, 2008; CDWG, 2017; Cox. 2001; Holvino et al., 2004; Kalev et al., 2006; Sue, 2008; Williams, 2013).

The field of psychology

  • Works toward deconstructing inequalities and inequities that exist inside psychological science, including how science is conducted, reported, reviewed, and disseminated.
  • Recognizes that all homo beings have biases, privileges, and prejudices and that the task is to develop awareness of biases, to strive to mitigate and diminish the impact of those biases, and to develop skills to engage and work finer with people and communities from diverse and underrepresented social identity groups. (See Banaji & Greenwald, 2013).
  • Advocates that learning institutions contain essential educational activity about racism and health into standard coursework, as a footstep toward leading learning institutions to admit their supportive roles in the system of structural racism. (Run into Bailey, Zinzi D et al., 2017).
  • Champions the study of private and institutional racism in order to measure exposure to systems and structures by identifying the historical harms, testing the connections between psychological mechanisms and outcomes, and providing recommendations for systems of change. (See Trawalter, Sophie et al., 2020).
  • Promotes a culture of bear witness-based and holistic approaches, while applying a learning orientation, where the status of EDI is continuously evaluated and oriented toward ongoing growth, development, and improvement. (Come across APA, 2008; Cox, 2001; Holvino et al., 2004; Smith, 2009, 2012; Williams, 2013).
  • Actively seeks to middle the perspectives and voices of social identity groups that are or have been disenfranchised or marginalized. (See APA, 2005).

Society

  • Understands that EDI, human rights, racial justice, and social change are never fully accomplished; that they must be continually sought afterward, reexamined, and embraced; and that new areas of inequity and exclusion will inevitably sally and need to exist addressed. (Come across Adams et al., 2013).
  • Commits to applying psychological scientific discipline to create a more equitable and inclusive world.
  • Elevates and honors the voices and perspectives of marginalized social and intersectional identities.

The EDI model

The APA EDI model has three levels, as articulated in the vision statement:

  1. APA itself, including volunteer leaders, members, and staff;
  2. Field of psychology, as a subject area and profession, including pathway programs, educational/training programs, and institutions, offices, and programs that shape and determine policies and practices for the bailiwick; and
  3. Social club, all people and communities throughout society whom psychological scientific discipline, scholarship, education, advocacy, and practise benefit.

This tripartite arroyo differentiates internally focused piece of work (APA equally an arrangement and entity) from externally focused work (the field of psychology and guild).

Figure i depicts the EDI model, which is influenced by Sue'due south (2001) conceptual framework for incorporating multidimensional facets of cultural competence into psychology. Sue's model examines cultural competency at the micro level (e.g., the individual) and at the macro level (east.g., the profession of psychology, organizations, and the broader guild), highlighting the criticality of working in a collaborative manner to remove major barriers along the four levels: private, professional person, organizational, and societal in social club to move toward cultural competence. Sue's model has been adapted to reverberate how APA will approach the pursuit of equity, diversity, and inclusion within the Association, the field of psychology, and throughout society.

Figure one identifies APA at the center of the model, and the field of psychology, society, and the work of APA are in the surrounding circles. The positions of the circles reflect that APA has internal constituencies with which it engages, whereas much of APA's work aims to shape and influence the field of psychology, which so fosters the application of psychological work throughout gild. APA's efforts radiate outward through these levels. However, the influence is bidirectional: APA both affects and is afflicted by the field and society. For example, the Association's knowledge of how best to serve communities that take been marginalized is intimately tied to agile hearing, listening, and internalizing a model of being responsive. In an iterative manner, APA is committed to engaging in a multidirectional feedback model, which is essential to fulfilling our mission.

The work of EDI identified beyond institutions and industries has tended to fall into the post-obit broad categories:

  1. leadership and infrastructure;
  2. admission, equity, and success;
  3. organizational climate; and
  4. core work of the institution (Henderson, 2014; Shorter-Gooden, 2014; Smith, 2009; Williams, 2013).

This common gear up of broad categories provided the foundation for the domains in APA'due south EDI model that are represented within the 3 levels. The core EDI piece of work of APA as an institution is identified in the model as science, practise, education, and advocacy that is inclusive and equitable, while responding to the unique challenges and opportunities of social cultural diversity.

The APA level addresses the experiences and outcomes for APA'due south volunteer leaders, members, and staff at all levels. Sustained piece of work toward excellence in all 5 domains, across the breadth of APA, volition ensure that APA is an equitable, various, and inclusive organization. The 5 domains at the APA level are equally follows:

  • Leadership and infrastructure
    The center of the APA model denotes the vital importance of a leadership construction for EDI and an organizational infrastructure that supports the work.
  • Psychological safety
    The climate in which the experience of APA is condom, welcoming, engaging, and affirming past volunteer leaders, members, and staff of all social identity groups and intersections, specially those most impacted by systemic oppression. It includes being courageous to express vulnerability, to own mistakes and transform them into learning opportunities, and to trust that judgement will non be issued for doing so. This will require a deep understanding of the historical challenges in the field of psychology, an acknowledgement of who has been harmed, the impact of that harm, and a commitment to cultivating an honest and transparent relationship with marginalized communities.
  • Inclusive policies and practices
    The maintenance, further creation and implementation of inclusive policies, procedures, and practices inside the organization.
  • Cultural and emotional intelligence
    The capability to provide teaching and preparation that is culturally responsive, adaptable, relatable, and provided with cultural and social humility and competence, for APA volunteer leaders, members, and staff.
  • Access and disinterestedness
    The delivery to diversity, social justice, and equity inside APA

The field of psychology level represents the assortment of policies and practices grounded in psychological science for the discipline, as well every bit the pathway of academic and internship programs and institutions that serve to brainwash and train prospective psychologists and that provide postdoctoral continuing pedagogy and professional support for existing psychologists. APA volition advocate for education and training to be grounded in Cultural and Emotional Intelligence for all students/trainees/pre-and mail service-docs across the range of content, curricula, and training/degree programs; for Inclusive Policies & Practices in all areas of the discipline and in the profession, including the elimination of policies and practices that reinforce structural injustices and amplify inequities; that embodies Psychological Safety by cultivating a civilization and climate that is welcoming and engaging across the field of psychology; and for Access & Disinterestedness throughout the field.

The gild level is the sphere in which the mission to accelerate psychological science and noesis to benefit society and improve lives is realized—in the United States and globally. The level comprises an integrated EDI paradigm in the following 4 domains: Science, Didactics, Advancement, and Practise, which all work in tandem to achieve APA's strategic priorities. The Society level signifies that APA's ultimate goal is to shape the creation, advice, access to, and awarding of psychological cognition and information, the practise of psychology, and the policies that impact psychological well-being in ways that benefit and promote equity.

EDI-framework-figure1

Table 1. Levels and Domains of the APA Disinterestedness, Diversity, and Inclusion (EDI) Model
Levels Domains Definitions
APA Internally focused EDI work aimed at building the capacity of the organization itself. Work in this area addresses staff, volunteer leaders, and members, with the specific intention of strengthening APA and its piece of work.
Leadership and Infrastructure Maintenance, farther creation, and implementation inside APA of structures (east.g., offices, committees), task positions, policies, procedures, and practices that back up leadership for EDI and build and support an infrastructure for EDI influence.
Psychological Safe A psychologically safe environment inside APA—among the staff, members, and volunteers; in governance groups, boards, and committees, and divisions; and at all gatherings (in person or virtual), such every bit conventions and meetings, that foster the full inclusion and prophylactic engagement of people of all social identities and social identity intersections, prioritizing those who are societally marginalized and/or underrepresented.
Inclusive Policies and Practices Maintenance, further creation, and implementation of inclusive policies, procedures, and practices within the organisation.
Cultural and Emotional Intelligence Education and preparation of APA volunteer leaders, members, and staff to enhance their knowledge, skills, and capability to adapt in diverse environments with conviction, and to make informed judgements based on observations and evidence equally opposed to stereotypes and biases. Focuses on centering the values, behavior, and attitudes of people from dissimilar cultures, while responding with informed empathy and real understanding
Access and Equity APA will proceed promoting diversity, social justice, and disinterestedness in the organization. The organisation prioritizes its commitment to fostering the engagement and participation in APA of marginalized groups and groups that accept been historically underrepresented in our society.
Field APA'south work to contribute to a more than diverse, equitable, and inclusive field of psychology, including initiatives that affect pathways into the field; the education and training of undergraduate and graduate students, trainees, interns, postdocs, and psychologists; and policies and practices for the discipline. Focuses on the piece of work that APA does to build the capacity of the discipline and its personnel. Initiatives in the field of psychology are expected to have a chapters-building bear upon now and in the future.
Access and Disinterestedness Compositional diversity, social justice, and equitable outcomes for students, trainees, postdocs, and psychologists at all levels in the field of psychology. Focus on representation, off-white treatment, access, opportunity, and advancement for those who are societally marginalized and historically underrepresented in the field of psychology—eliminating structural barriers and scientific practices that have prevented the total participation of these groups (e.thousand., eliminating White supremacy in psychological science; eliminating barriers for women accessing leadership positions in psychology).
Psychological Safety Create and sustain psychological rubber in various environments across the field of psychology— in the education and training of undergraduate and graduate students, trainees, interns, postdocs, and psychologists that fosters the full inclusion and prophylactic appointment of all, specially those from marginalized social identities and social identity intersections
Inclusive Policies and Practices Maintenance, further creation, and implementation of inclusive policies, procedures, and practices in the subject area and profession of psychology
Cultural and Emotional Intelligence Education and grooming, including faculty/supervisor development, that addresses cross-cultural and diversity issues across the range of topics, curricula, and training/degree programs in the field of psychology, implemented with cultural and emotional intelligence
Society Where APA's mission to advance psychological science and knowledge to benefit gild and amend people's lives is realized—in the United states and globally. The level of programs and activities that are externally focused—beyond the association and the field of psychology—and have a direct impact on, or abet directly for, clients, consultees, organizations, communities, and the public, with a detail focus on reaching those who are societally marginalized. EDI volition be integrated into all areas of psychological practice
Advocacy Efforts to advocate and touch on change on issues related to the well-beingness and psychological health of diverse (and specially societally marginalized) communities, including access to and provision of inclusive and equitable psychological services and the utilise of psychological science to advocate for the dismantling of systemic oppression that creates and perpetuates health disparities. Advocacy work through the inclusion of marginalized voices in research, policies, and legislation in the courts, in government, in intergovernmental organizations, and in media
Didactics Investment in development and evolution of psychological information and educational resources, while centering the voices of those who are societally marginalized to appropriately enhance the public's capacity to inform and apply psychological knowledge to enhance individual and community well-being.
Practice Psychological practise, including clinical, counseling, school, customs, consulting, organizational, and other professional person services, too as organizational leadership by psychologists—all aimed at improving the well-being and psychological wellness of individuals, organizations, and/or communities, specially those who are societally marginalized.
Science Development, implementation, and broadcasting of equitable psychological science, while centering the voices of those who are societally marginalized with the aim of a process and consequence that has a positive and equitable bear upon on the well-being and psychological health of individuals and communities, particularly those who are societally marginalized.

Glossary of terms

ableism: stereotyping, prejudicial attitudes, discriminatory behavior, and social oppression toward people with disabilities in society to inhibit the rights and well-being of people with disabilities, which is currently the largest minority group in the United states.

admission: the emptying of bigotry and other barriers that contribute to inequitable opportunities to join and be a function of a work group, organization, or customs.

bias: APA defines bias as partiality: an inclination or predisposition for or confronting something. Motivational and cognitive biases are two main categories studied in decision-making analysis. Motivational biases are conclusions fatigued due to self-interest, social pressures, or arrangement-based needs, whereas cognitive biases are judgements that become against what is considered rational, and some of these are attributed to implicit reasoning.

climate: the degree to which community members feel included or excluded in the piece of work group, organization, or community.

discrimination: the differential treatment of the members of different gender, racial, ethnic, religious, national, or other groups. Discrimination is unremarkably the behavioral manifestation of prejudice and therefore involves negative, hostile, and injurious treatment of the members of rejected groups.

diverse: involving the representation or composition of various social identity groups in a work group, organization, or community. The focus is on social identities that correspond to societal differences in power and privilege, and thus to the marginalization of some groups based on specific attributes—e.g., race, ethnicity, culture, gender, gender identity and expression, sexual orientation, socioeconomic condition, religion, spirituality, disability, age, national origin, immigration status, and language. (Other identities may also be considered where there is show of disparities in power and privilege.) There is a recognition that people have multiple identities and that social identities are intersectional and have unlike salience and impact in dissimilar contexts.

equity: providing resources according to the need to help various populations achieve their highest state of wellness and other functioning. Equity is an ongoing process of assessing needs, correcting historical inequities, and creating conditions for optimal outcomes by members of all social identity groups.

gender:the socially constructed ideas about beliefs, deportment, and roles a particular sexual activity performs.

homo rights:Defined by the United Nations equally "universal legal rights that protect individuals and groups from those behaviors that interfere with freedom and human dignity."

inclusion:an environment that offers affidavit, commemoration, and appreciation of different approaches, styles, perspectives, and experiences, thus allowing all individuals to bring in their whole selves (and all of their identities) and to demonstrate their strengths and capacity.

intersectionality:the ways in which forms of oppression (e.k., racism, sexism, homophobia, transphobia, ableism, xenophobia, classism, etc.) are interconnected and cannot be examined separately from i another.

oppression:occurs when ane group has more access to ability and privilege than another group, and when that ability and privilege is used to maintain the status quo (i.e., domination of 1 group over another). Thus, oppression is both a country and a process, with the state of oppression being unequal grouping access to ability and privilege, and the process of oppression being the means in which inequality between groups is maintained.

pathway programs:programs (e.g., in secondary schools and colleges) that foster increased admission by underrepresented groups to pedagogy, training, or a profession.

prejudice:a negative attitude toward some other person or group formed in advance of any experience with that person or group. Prejudices include an melancholia component (emotions that range from mild nervousness to hatred), a cognitive component (assumptions and beliefs virtually groups, including stereotypes), and a behavioral component (negative behaviors, including bigotry and violence). They tend to be resistant to alter because they distort the prejudiced individual's perception of data pertaining to the group. For instance, prejudice based on racial grouping is racism; prejudice based on perceived sex, or perceived gender is sexism; prejudice based on chronological age is ageism; and prejudice based on disability is ableism.

race and ethnicity:race and ethnicity are social constructions that powerfully shape social identity, but likewise influence our interactions, how nosotros view others, and our social arrangements. According to APA's Racial & Ethnic Guidelines (2019), race is defined as the social construction and categorization of people based on perceived shared physical traits that effect in the maintenance of a sociopolitical hierarchy. The guidelines besides define ethnicity equally a characterization of people based on having a shared civilization (e.g., language, food, music, dress, values, and beliefs) related to mutual ancestry and shared history.

racism:behavior, both individual and institutional, that is based on the belief in the superiority of one group of people and the inferiority of another because of national and ethnic origins.

sexual orientation: a multidimensional attribute of human feel, comprised of gendered patterns in allure and behavior, identity related to these patterns, and associated experiences, such as fantasy.

social justice:delivery to creating fairness and disinterestedness in resources, rights, and treatment of marginalized individuals and groups of people who do not share equal power in guild.

structural racism:results from laws, policies, and practices that produce cumulative, durable, and race-based inequalities, and includes the failure to correct previous laws and practices that were explicitly racist.

White privilege:unearned power that is afforded to White people on the basis of status rather than earned merit and protects White people from the consequences of being racist and benefitting from systemic racism; such power may come in the grade of rights, benefits, social comforts, opportunities, or the ability to define what is normative or valued.

White supremacy:the ideological belief that biological and cultural Whiteness is superior, likewise as normal and salubrious—is a pervasive ideology that continues to polarize our nation and undergird racism.

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Acknowledgements

This report is being issued by APA's Disinterestedness, Diversity, and Inclusion Function in the Executive Role on April 8, 2021.

Maysa Akbar, PhD, ABPP
Chief Multifariousness Officer
Executive Part
American Psychological Association

Triven L. Parker, MPH
Sr. Director, EDI Planning and Integration
Executive Office
American Psychological Association


The release of this framework could not have been possible without invaluable input and feedback from APA members, governance leaders, and staff. This aggressive and ever-evolving certificate will be central to the transformative change nosotros all seek as an Association and every bit a field.

This document stands on the shoulders of decades of research and advocacy by many. To move those efforts into a guiding framework took enormous endeavour. For that, nosotros want to acknowledge APA volunteer leaders, including members of the APA Lath of Directors and Council of Representatives, the Council Diversity Leadership Group, the EDI Collaborative, and the Ethnic Minority Psychological Associations. We are also grateful for the powerful input from the Committee on Ethnic Minority Affairs, the Commission on Women in Psychology, and the Commission on Sexual Orientation and Gender Diversity. We cherish the contributions of APA's Staff Diversity Workgroup, the leadership and support in the Public Interest Directorate and the stewardship of the Disinterestedness, Diversity, and Inclusion Office in the Executive Office. Lastly, sincere appreciation to Shorter-Gooden Consulting, Kumea Shorter-Gooden, PhD, and Jacqueline Mac, MA, for working with APA members, governance leaders, and staff in the development of this framework.

We are committed to working collaboratively with our stakeholders beyond the organization and field to accelerate the EDI framework and related initiatives to create a more equitable, diverse, and inclusive association, subject area, and lodge.