While academic departments and institutions frequently champion ideals of meritocracy, egalitarianism, and inclusion, many are defined by status hierarchies that can undermine their stated commitment to these ideals. This paper examines the distinct and interconnected influences of power, privilege, and positionality on the defense of meritocratic ideals, with a particular focus on Psychology departments as a context for epistemic and cultural analysis. The paper proposes three orienting principles to guide departments toward greater equity and inclusion: (1) triangulating policies, ideals, and norms through participatory equity; (2) fostering an inclusive climate that values diverse forms of knowledge; and (3) establishing the preconditions for sustainable culture change, including alignment of rewards, acknowledgement of resistance, and measurement of progress. Collectively, these principles offer a practical framework for reconfiguring the academic department towards cultural inclusivity and socially situated scholarship—one that is meaningfully aligned with the overarching mission and civic responsibilities of higher education.
Leher Singh (Sat,) studied this question.