The field of psychology must racially/ethnically diversify to create a workforce that can meet the needs of education, training, and interventions in an increasingly pluralistic society. Systemic bias in psychology doctoral programs' admissions process may partially account for relatively few psychologists being underrepresented minorities (URMs). The use of the Graduate Record Examination Quantitative score (GRE-Q) is one important modifiable barrier. The purpose of the current study is to go beyond replicating the association between the GRE-Q and desired doctoral outcomes by examining if a cut-off score for the GRE-Q as a proxy for potential to succeed in psychology doctoral programs disproportionately impacts URMs. Participants (N = 226) were psychology doctoral students at a Carnegie-classified Highest Research Activity (R1) large Midwestern university, who were admitted to graduate school from 2001 to 2011. Our findings show that, while controlling for undergraduate grade point average (GPA) and prior master's degree attainment, the GRE-Q predicted grades in two required graduate statistics courses and overall graduate GPA. Importantly, all students, regardless of their GRE-Q score, demonstrated competence in their statistics coursework, as assessed by their course grades. Moreover, we found that guidelines that bar admission into the psychology doctoral program for students with low GRE-Q scores would have disproportionately impacted URMs, resulting in 44% being barred admission versus only 17% of their White/Asian/Pacific Islander counterparts. Practical implications include introducing holistic review protocols into the admissions process, while educating faculty on how heavy emphasis on the GRE-Q contributes to inequitable exclusion of capable URMs.

中文翻译：

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我们缺少谁？检查研究生入学考试定量分数作为录取有能力的少数民族心理学博士课程的障碍。

心理学领域必须在种族/民族上多样化，以创造一支能够满足日益多元化社会中教育、培训和干预需求的劳动力。心理学博士课程招生过程中的系统性偏见可能部分解释了相对较少的心理学家是少数族裔（URM）。研究生入学考试定量分数（GRE-Q）的使用是一个重要的可修改障碍。本研究的目的不仅仅是复制 GRE-Q 与期望的博士成果之间的关联，而是通过检查 GRE-Q 的截止分数作为心理学博士课程成功潜力的代表是否不成比例地影响 URM。参与者 (N = 226) 是卡内基分类的最高研究活动 (R1) 大型中西部大学的心理学博士生，他们于 2001 年至 2011 年被研究生院录取。我们的研究结果表明，在控制本科平均成绩 (GPA ) 和之前的硕士学位，GRE-Q 预测了两门必修的研究生统计学课程的成绩和研究生的总体 GPA。重要的是，所有学生，无论他们的 GRE-Q 分数如何，都在他们的统计课程中表现出了能力，这取决于他们的课程成绩。此外，我们发现禁止 GRE-Q 分数低的学生进入心理学博士课程的指导方针会对 URM 产生不成比例的影响，导致 44% 的学生被禁止入学，而白人/亚洲/太平洋岛民的这一比例仅为 17%。