Abstract
The purpose of this study is to conduct a content analysis of educational psychology course syllabi for courses taken by preservice teachers to determine how the course descriptions and objectives compare for diversity. A content analysis of educational psychology syllabi (N = 25) from colleges and universities mostly (96% or 24 of the 25 syllabi) in the United States was conducted for this study. While there was generally consensus among this sample of syllabi of what topics were covered as part of content knowledge course objectives, there was a divergence in emphasis on diversity as well as only one syllabus that directly addressed controversies in educational psychology. The word diversity appeared in 28% of the course overviews/descriptions in this sample. This study highlights the importance of autoethnographic practices for diversity in educational psychology. Examples of historically underrepresented scholars in psychology are summarized for inclusion in educational psychology courses for preservice teachers as a way to address representation.
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