Unquestionably, diversity accreditation standards are a major tool for enhancing ethnic minority recruitment, retention and training in graduate professional areas of psychology. The discussed standards can be found online at the links provided below. CACREP Standards NASP Standards APA Standards Mariam Abushanab is a senior at George Mason University, where she majors in psychology. At GMU, Mariam is active in the GMU chapters of the Psi Chi and Lambda Sigma national honor societies, the Turkish and Muslim student associations, the Women's Coalition, the College Democrats Organization, and Students for a Democratic Society. Her previous internship experience includes positions with Sisli Etfal Hospital in Istanbul, the British Parliament in London, and George Washington University's Parent-Child Health Project. M ariam is fluent in Turkish, proficient in Arabic, and enjoys horseback riding.
The Associations' Perspectives On Ethnic Minority Recruitment, Retention and Training: Elementary School Through Graduate Studies Shelby Siegel OEMA Intern – The George W ashington University The research and reports on ethnic minority recruitment, retention and training come from many different sources. One of the areas that have produced a lot of work on this topic is professional associations. This article focuses on reports published by the American Speech-Language- Hearing Association (ASHA), the Education Commission of the States (ECS), the American Council on Education (ACE) and the National Education Association (NEA). These reports look at minority underrepresentation, and possible strategies for increasing minority presence in teaching, science, technology and higher education. They discuss the need for diversity, the challenges to this need and possible strategies that could be used to overcome these barriers. The report done by ECS is entitled Eight Questions on Teacher Recruitment and Training: What Does the Research Say?. This report is written in a question and answer format. Following each question, an answer is given, complied from several interviews and research. Each question is also followed by policy implication proposals aimed at answering the problems raised by each question. For example, one of the questions is, "W hat impact do various strategies related to teacher preparation have on teacher -XXXVII-