The current study examined events by which four faculty members who teach in the same psychology doctoral program engaged each other in an allyship development process primarily related to race over the course of two years. The purpose of the study is to provide a model for allyship among faculty members in a psychology doctoral program. The study utilized critical incident techniques (CIT) and thematic analysis to identify and examine the formative experiences that became catalysts for intrapersonal, interpersonal, and structural changes resulting from these allyship processes. Textual evidence to identify critical incidents included e-mails, social media posts, text messages, and personal conversations from each coauthor about the process of these internal and external shifts. Recommendations for the implications of this allyship development process, as well as potential applications for other psychology doctoral programs, are discussed.

当前的研究调查了在两年的时间里，在同一心理学博士课程中任教的四名教职员工在主要与种族相关的联盟发展过程中相互参与的事件。该研究的目的是为心理学博士课程中的教职员工提供一个模型。该研究利用关键事件技术 (CIT) 和主题分析来识别和检查形成性经历，这些经历成为这些结盟过程导致的内在、人际和结构变化的催化剂。识别关键事件的文本证据包括电子邮件、社交媒体帖子、短信和每位合著者关于这些内部和外部转变过程的个人对话。