Jason Izadi (he/him/his) knows firsthand about the barriers underrepresented groups face.
Before returning to UBC to pursue his undergraduate degree, Jason Izadi (BA’24) spent four years volunteering with refugee families as a case worker. Through this work, Jason witnessed the mental health system’s persistent challenges in becoming more inclusive of diverse and marginalized backgrounds. This experience inspired him to return to university and pursue research aimed at making a meaningful difference in the field of psychology.
Jason received an Early Research Award (ERA) through the department of psychology’s Psychology Inclusive Excellence (PIE) Fund. Established by psychology faculty, the PIE Fund provides financial support to undergraduate and graduate students from diverse backgrounds who face obstacles to working in a research lab.
The ERA award supports early research training for undergraduate student researchers. In summer 2024, Jason obtained a paid Research Assistant position in Dr. Janet Werker’s Infant Studies Centre. Now Jason is an RA in in Dr. Amori Mikami’s Promoting Equitable, Affirming Relationships (PEARL) Lab.
In a Q&A Jason shares how the PIE fund impacted his research and how these research awards ensure everyone has equitable access to resources.
How has the receiving the Early Research Award impacted or advanced your research career?
Receiving the Early Research Award had a significant impact on my research journey. Most importantly, it gave me the chance to spend the entire summer doing research and learning so much more from Dr. Werker and everyone in the lab. It also gave me the courage and hope to continue pursuing my academic path. On top of that, the award’s competitiveness has strengthened my CV and made me feel more prepared to apply to graduate schools.
“Awards like the Psychology Inclusive Excellence Fund help increase diversity and inclusion in psychology by addressing one of the major barriers that students from diverse backgrounds often face: financial hardship.”
How do these awards like the Psychology Inclusive Excellence Fund help increase diversity and inclusion in the field of psychology?
Awards like the Psychology Inclusive Excellence Fund help increase diversity and inclusion in psychology by addressing one of the major barriers that students from diverse backgrounds often face: financial hardship. While I’m grateful for the contributions of early psychologists, the field, particularly in North America, has remained largely exclusive. These grants, though not eliminating all challenges, allow students from underrepresented groups to focus more on their studies and less on financial concerns. This support ultimately helps students enter the field as professionals, contributing diverse perspectives from underrepresented groups, which broadens and enriches the discipline as a whole.
What are your research interests and what led you to pursue this research?
My research interests focus on severe stress, trauma, and PTSD in marginalized groups, particularly immigrant children and women. Before returning to school, I spent four years volunteering as a case worker with refugee families, helping them with paperwork, finding jobs, enrolling children in school, and offering emotional support. Through this work, I saw first-hand how the mental health system still has a long way to go in becoming more inclusive of diverse backgrounds. This experience motivated me to return to school and contribute to making a difference through research in this field.
“Students from diverse backgrounds face the challenge of balancing financial responsibilities with their education. This often requires them to work while studying, limiting their ability to gain volunteer experience in research labs. As a result, their applications for research positions can be less competitive compared to peers who have more time for unpaid opportunities.”
What challenges might students from diverse backgrounds face while applying for research positions?
Students from diverse backgrounds face the challenge of balancing financial responsibilities with their education. This often requires them to work while studying, limiting their ability to gain volunteer experience in research labs. As a result, their applications for research positions can be less competitive compared to peers who have more time for unpaid opportunities. This challenge is something I’ve experienced personally, along with many of my peers who had to work full-time while pursuing our studies.
How can we ensure that everyone has equitable access to the same resources, training and mentorship opportunities in a research environment?
Ensuring equitable access in a research environment can be challenging, particularly given the historically exclusive nature of fields like psychology. However, steps can be taken to address this. One approach is to create dedicated spots for students from diverse backgrounds in research positions, along with offering targeted scholarships and financial support. It is also important to provide mentorship and advice that meet their specific needs, as opportunities familiar to some may be entirely new to others. Lastly, research environments should be more patient and empathetic toward such students to help them succeed.
