Article 2002

Transforming an MFT program: A model for enhancing diversity

MT
McDowell, Teresa
 FS
Fang, Shi Ruei Sherry
 BK
Brownlee, Kenya
 YC
Young, Cecilia Gomez
 KA
Khanna, Anchal
Journal of Marital and Family Therapy
Journal · Vol. 28 · Issue 2 · pp. 179-191
Abstract

Marriage and family therapy programs need to go beyond the typical practices of recruiting and retaining students of color. Marriage and family therapy educators must assume positions of leadership by transforming graduate programs to reflect a deep, active, systemic commitment to both diversity and social justice. In this article, we argue that it is through this type of transformation that programs become truly ready to support students of color and to prepare all therapists to advocate for equity in a diverse, often unfair society. This article offers a model that addresses readiness, recruitment, retention, assessment, and professional development from this perspective.

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Index Keywords

human Humans Article Vocational education social justice university education United States leadership professional standard teacher organization and management Program development Faculty educational model Models, Educational cultural anthropology organization Organizational Innovation Mentors Education, Professional cultural diversity Professional Role family therapy marital therapy
Author Affiliations
Behavioral Medicine Clinic, Aberdeen, WA, United States
Funding & Acknowledgements
No funding information
References 10 References
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6 Goldner, Virginia I., Feminism and Family Therapy, Family Process, 24, 1, pp. 31-47, (1985)
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9 Hare-Mustin, Rachel T., A Feminist Approach to Family Therapy, Family Process, 17, 2, pp. 181-194, (1978)
10 Hare-Mustin, Rachel T., The Problem of Gender in Family Therapy Theory, Family Process, 26, 1, pp. 15-27, (1987)
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