Diversity & Inclusion

The following statements were drafted by department members, including faculty, postdoctoral fellows, graduate students, and research staff. They were unanimously approved by the faculty.

The Boston College Department of Psychology and Neuroscience commits to the following:


We commit to supporting the well-being of all our students and colleagues. We pledge to promote a climate of diversity and inclusion, encourage open dialogue and transparency, and stand against racism and all other forms of discrimination. We will conduct surveys to assess and better understand the type of systemic racism and biases that we may have in our community so that we can better address the underlying issues with targeted strategies. We will establish resources for anonymous reporting, to promote accountability within our department and to enhance positive interpersonal interactions. We will regularly assess the departmental climate to update our actions to increase the diversity and inclusivity of the department.

Updates August 2022

  • The climate working group created a trainee poll on departmental climate and implemented trainee recommendations. These included a panel discussion for trainees on mental health in academia, a Big/Little program run by the department’s graduate council, a new page compiling mental health resources for graduate students, and an improved pay schedule for graduate students.

  • Faculty hosted a DEI statement workshop for graduate students and postdocs


We commit to evaluating and updating our course material to include and inform diverse perspectives. We aim to offer a curriculum that empowers students with the knowledge and skills to:

  • Think critically about rich variation in the psychology of different groups and individuals
  • Consider and appreciate the psychology of intergroup relations, including issues of dominance and marginalization
  • Analyze psychology as a human endeavor that informs and is informed by broader culture

Updates August 2022

  • Faculty attended workshops on diversifying the authors represented on their syllabi.
  • Students in introductory courses were given access to recorded panels of department alumni; these panels were also offered to undergraduate majors through advising.


We resolve to identify equity gaps in students’ preparation for our courses and graduate programs and to take concrete steps to address any that we find.

Updates August 2022

  • Workshops on study skills & notetaking and on reading scientific journal articles were offered for Sona credit in introductory courses. These were held by department trainees and faculty and advertised to the “Learning to Learn” group, which is composed of first-generation, low income, and underrepresented students. These workshops will be held again this year.

  • “Gateway Scholars for STEM” sections were offered for the Introductory “Brain, Mind, & Behavior” course to better support first generation students and students of color who may need additional academic support. Gateway sections will be held again this year.