This year we celebrate diversity, connection, and movement across our vast global networks! We also have a preview of student survey results to share.

This year, we were able to support six (6) creative projects using theoretical frameworks of liberation psychology, community psychology, and anti-oppression. 2025 student research grantees will be working with populations including Black women who experienced postpartum depression; women of color; trans and nonbinary youth; and Venezuelan migrants in Chicago.

In collaboration with Regional Coordinators, we have refined the Student Regional Delegation (SRD) role to enhance communication and leadership between the membership and the Executive Committee. This strategic alignment supports a collaborative model of regional engagement and extends to our work with the Global Dialogue and Creative Imagining Session on Education. Together, we are building a transnational community to address modern educational challenges, recently producing a multi-modal zine to capture the project’s creative outputs.

We have also overhauled the student research grant to be more inclusive of international applicants by streamlining ethics review standards and balancing emphasis between Master’s and Doctoral work. To improve accessibility, the application process has moved to a new, navigable website, and we are currently working on a Spanish translation of the grant. This initiative serves as a pilot for future cross-linguistic applications, with full implementation planned for 2026 or 2027.

We continue to offer students ways to expand their publishing experience! The authorship of eight (8) students was supported this year through the Student Issues Column of The Community Psychologist (TCP) – edited by student representatives. Our themes for 2025 included:

This year, we prioritized understanding our membership through an intersectional survey deployed online and at the Michigan Biennial. By capturing data from 32 respondents—including significant representation from BIPOC, LGBTQIA+, and disabled students—we’ve gained the insights needed to craft programming that actually reflects our community’s diverse needs. We are currently finalizing the results and expect to release the full report later this month.

Our student network is undergoing a major growth. Beyond a successful social outing at the Biennial, our digital presence has exploded: We have welcomed 26 new students to the email Listserv and 55 new students to the Discord server since August 1st, 2024! As the largest and most active wing of SCRA, our student body is proving that the enthusiasm for community psychology is growing higher.

In 2025, 32 students participated in our intersectional student survey! We are compiling results into a report, but want to share a preview summary!

In terms of demographics, the students participating were diverse. 53% indicated a disability, 41% identified as BIPOC, 34% LGBTQIA+, and 25% were lower socio-economic status.

Overall, the top 3 programming priorities were indicated to be (1) Political safety, academic freedom resources or advice, (2) Informal mentorship, career chats, profession advice, and (3) Difficult conversations 101 (authorship, training goals, methodological/epistemological approach, identity issues).

Overall, students tended to often feel used up at the end of a workday, and also feel they accomplished worthwhile things. Students almost never reported feeling callous towards others.

Preferences for program supports was also consistent across students. Participants desired increased representation of other identities and perspectives, and greater understanding for the unique experiences of students going through a graduate program (generally and based on identity).

Looking at the data intersectionally

Participants were split into those with one or less non-normative, marginalized identity (47%; disability, BIPOC, LGBTQIA+, lower SES), or two or more non-normative, marginalized identities (53%).

When looking at data intersectionally, priorities shifted, with students who indicated one or less marginalized identity preferring more professional networking activities: 1(tie)-informal mentoring, 1(tie)-difficult conversations 101, 3-political safety.

Students with two or more intersecting marginalized identities preferring more peer networking activities: 1-political safety, 2(tie)-protected writing space, 2(tie)-book or reading clubs.

This trend was also evident in interests for connecting with others in the field, with those with two or more intersecting marginalized identities slightly preferring to connect with other students. A major difference here is that students with 2+ marginalized identities both desired general connection with students and mentors overlapping on interests, as well as connections overlapping in shared identities.

In terms of access to student programming, students with 2+ marginalised identities were significantly more likely to be unaware of programming.

We are excited to share these results as they will help guide how we continue programming, as well as offer recommendations to community psychology programs on supporting our diverse body of students.

Stay in touch with your Student Representatives:

Michael Pandu Patria (he/him) & Emmanuel-Sathya Gray (he/they)

Student Representatives

Society for Community Research and Action

Division 27 of the American Psychological Association

studentreps@scra27.org