Making Psychology’s Hidden Figures Visible Using Open Educational Resources: A Replication and Extension Study

Abstract

Background Historically marginalized psychologists are underrepresented in history of psychology textbooks, which contributes to their poor recognition by psychology students. Open Educational Resources (OERs) offer a viable solution to inadequate pioneer representation. Objective This study sought to replicate and extend prior research by examining whether diverse and inclusive OERs related to students’ pioneer recognition and perceptions of course material identity representation (recognitive justice). Method Undergraduate students ( N = 50) enrolled in a History of Psychology course completed a pioneer recognition test at the beginning and end of the semester. Students’ perceptions of recognitive justice and the OERs were also assessed. Results Initial pioneer recognition benefitted white pioneers and pioneering men. Follow-up recognition significantly improved for all pioneer groups. Students reported positive perceptions of OERs, and feelings of recognitive justice were associated with final grades. Conclusion Undergraduate psychology students need exposure to marginalized pioneers prior to taking a history of psychology course. A more inclusive history of psychology curriculum improves students’ marginalized pioneer recognition and may benefit their course performance. Teaching Implications Given the absence of women and pioneers of color in commercial textbooks, teachers of the history of psychology should consider using OERs to achieve more diverse pioneer representation in their curricula.