Develop a plan to achieve diversity, consistent with the institutional mission, and demonstrate efforts to reach diversity goals.
Develop standards that encourage the development and infusion of diversity-related curricula throughout the training program.
Regularly monitor and evaluate the efforts of accredited institutions in achieving their diversity goals.
Apply graduated sanctions and reinforcement from the accrediting body to “shape” appropriate diversity efforts.
Seek community representation on standard-setting bodies.
Seek diverse representation on peer review teams.
APA’s accreditation standards have contributed to an increased level of attention and effort among psychology education and training institutions in addressing diversity concerns (Zlotlow, 2003). Some of these programs, for example, have developed new websites devoted to promoting and enhancing diversity-related institutional policies and curriculums, and accreditation standards have promoted greater sharing among training programs regarding strategies to improve minority recruitment and retention efforts (Zlotlow, 2003).
Recommendation 4-1: The U.S. Department of Education should strongly encourage accreditation bodies to be more aggressive in formulating and enforcing standards that result in a critical mass of URMs throughout the health professions.
Recommendations 4-2: Health professions education accreditation bodies should develop explicit policies articulating the value and importance of providing culturally competent health care and the role it sees for racial and ethnic diversity among health professionals in achieving this goal.
Recommendation 4-3: Health professions education accreditation bodies should develop standards and criteria that more effectively encourage health professions schools to recruit URM students and faculty, to develop cultural competence curricula, and to develop an institutional climate that encourages and sustains the development of a critical mass of diversity.
Recommendation 4-4: Accreditation standards should include criteria to assess the number and percentage of URM candidates, students admitted and graduated, time to degree, and number and level of URM faculty.
Recommendation 4-5: Accreditation-related advisory boards and accreditation bodies should include URMs and other individuals with expertise in diversity and cultural competence.