Conducting research that focuses on the experiences of ethnic minorities is fraught with sociopolitical challenges. In predominantly white academic settings the norms for publication outlets are often antagonistic toward so-called “low impact”, “specialty” journals. This has created an academic culture that often marginalizes and penalizes ethnic minority research. In this talk, psychology is used as an example to demonstrate how hegemonic processes perpetuate the marginalization of ethnic minority research. The question “How do we measure the impact of ethnic minority research?” will be addressed. Traditional and alternative metrics of impact will be discussed.
Kevin Cokley, Ph.D., is the Oscar and Anne Mauzy Regents Professor of Educational Research and Development and Professor of Educational Psychology and African and African Diaspora Studies at the University of Texas at Austin. He is a Fellow of the UT System Academy of Distinguished Teachers and is Director of the Institute for Urban Policy Research & Analysis. Dr. Cokley’s research and teaching can be broadly categorized in the area of African American psychology. His research interests focus on understanding the psychological and environmental factors that impact the academic outcomes and mental health of African American students. His publications have appeared in professional journals such as the Journal of Counseling Psychology; Journal of Black Studies; Journal of Black Psychology, Cultural Diversity and Ethnic Minority Psychology; Educational and Psychological Measurement; and the Harvard Educational Review among other outlets. He is the author of the 2014 book “The Myth of Black Anti-Intellectualism” that challenges the notion that African American students are anti-intellectual. He is the past Editor-in-Chief of the Journal of Black Psychology and was elected to Fellow status in the American Psychological Association for his contributions to ethnic minority psychology and counseling psychology. He has written several op-eds in major media outlets on topics such as Blacks’ rational mistrust of police, the aftermath of Ferguson, police and race relations, racial disparities in school discipline, and black students’ graduation rates.