Internationalizing the U.S. Undergraduate Psychology Curriculum: A Qualitative Investigation of Faculty Perspectives

Abstract

Owing to U.S. centrism, policy regulations, language barriers, institutional resistance, and faculty member interests, efforts to internationalize the undergraduate psychology curriculum are not yet realized. Therefore, we conducted a consensual qualitative research ( Hill, 2012 ; Hill et al., 2005 ; Hill, Thompson, & Williams, 1997 ) investigation of current efforts to internationalize the U.S. undergraduate psychology curriculum. We interviewed 15 faculty members (eight women, seven men) regarding their perspectives and recommendations. Regarding nationality, 12 of the participants were U.S. nationals and 3 were conationals (with the United States as one of the nationalities). Data analysis led to the identification of 23 categories organized within five domains: (a) establishing “Internationalizing the Psychology Curriculum,” (b) anticipated outcomes for students, (c) instructional strategies, (d) obstacles to an internationalized curriculum, and (e) university structural development. Our findings suggest that establishing an internationalized curriculum begins with the study of cultural contexts but expands to include discipline-specific content. Further, internationalization at all levels of the profession is prerequisite to internationalizing the curriculum.