Highlighting Hidden Histories: A Scientist Spotlights Intervention Featuring Early Eminent Marginalized Psychologists

Background The history of psychology has largely centered on the contributions of early eminent White men, a pattern reflected in the contemporary disparities in psychology majors’ recognition of early eminent marginalized psychologists. Objective Since textbooks and course curricula often reinforce these disparities, more research is needed to identify effective pedagogical strategies to address them. The current research sought to fill this gap. Method Across two studies conducted in six Introductory Psychology courses, we adapted the Scientist Spotlights intervention to expose students to the contributions of early eminent female and racial–ethnic minority psychologists. Results In both studies 1 and 2, compared to a control condition, students who completed five Scientist Spotlight assignments demonstrated significantly greater recognition of early eminent marginalized psychologists by the end of the course, as well as more diverse and inclusive perceptions of who does psychological science. In Study 2, however, the intervention did not significantly increase disciplinary belonging. Conclusion These findings suggest that Scientist Spotlight assignments are an instructional tool for improving the representation of early eminent marginalized psychologists. Teaching Implications Introductory Psychology instructors looking for ways to expose students to historically marginalized psychologists are encouraged to adopt Scientist Spotlight assignments.