psychology phd york university

Tanya L. Eckert, Ph.D. 430 Huntington Hall [email protected] (315)443-3141

Tanya L. Eckert, Ph.D., Meredith Martin, Ph.D., Natalie Russo, Ph.D., Linda Sun, Ph.D., and Shannon Sweeney, Ph.D.

Program Description:

The school psychology program prepares students to engage in research and practice to meet the needs of children and youth in schools and other related settings.  The program is committed to providing high-quality doctoral training that prepares students to meet the needs of children and youth both directly and indirectly by working with parents, teachers, and other direct care providers.  In addition, the program offers broad and general doctoral education and training that includes preparation in health service psychology (HSP).  The program adheres to the scientist-practitioner training model.  A primary goal of the program is for students to understand the principles of scientific inquiry and to apply these principles to their professional decision making.  Within this model, students are encouraged to be data-based problem solvers, to seek converging information when making professional decisions, and to evaluate the outcomes of their services, while engaging in actions that indicate respect for and understanding of cultural and individual differences and diversity.

Accreditation:

The school psychology program at Syracuse University is accredited by the American Psychological Association (APA Office of Program Consultation and Accreditation, 750 First Street NE, Washington, D.C. 20002-4242; 202-336-5979). Completion of the program satisfies the current requirements for certification and licensure in New York State. The residency requirements for the program includes at least one year in full-time residence at Syracuse University and at least two years of full-time study at Syracuse University. A minimum of three years total of full-time study is required for the doctoral degree. Full disclosure of education/training outcomes and information allowing for informed decision-making can be found at our web site http://psychology.syr.edu/graduate/School_Psychology_Program.html

Questions related to the program’s accreditation status should be directed to the Commission on Accreditation, Office of Program Consultation and Accreditation, American Psychological Association, 750 1 st Street, NE, Washington, DC 20002, Phone: (202)336-5979; Email: [email protected] ; Web: www.apa.org/ed/accreditation.

Student Learning Outcomes

The student learning outcomes are to demonstrate profession-wide competence. There are three primary aims that guide the program’s education and training:

1) to prepare psychologists who are knowledgeable and competent in research;

 2) to prepare psychologists who are knowledgeable and competent in the delivery of health service psychology; and

3) to prepare psychologists who are knowledgeable and competent in the specialty area of school psychology. 

To ensure that all students acquire a general knowledge base in science and practice preparation (Aim 1), the field of psychology and health service psychology (i.e., Aim 2) and the specialty area of school psychology (i.e., Aim 3), profession-wide competencies were established.  The program believes that these competencies are integrated and dynamic.  As program graduates enter professional practice, continuous input and improvement will occur, which requires all program graduates to engage in life-long learning.

Program Requirements

The education and training offered in the School Psychology Program is sequential, cumulative, graded in complexity, and designed to prepare students for further education and professional practice in health service psychology.

The Ph.D. requires a minimum of 90 credits of coursework and a series of Milestones. Seven course areas are mandated by NYSED and students do not have the option of substituting courses in place of mandated courses (PSY 614, 677, 617, 682, 653, 894, 655, and 756).

Required Course Work

1) school psychology core (33 credit hours), foundation courses.

• PSY 653 - Psychological Measurement 3 credit(s)
• PSY 761 - Introductory Seminar in School Psychology 3 credit(s)
• PSY 863 - Developmental Psychopathology 3 credit(s)
• PSY 762 - Cognitive Intellectual Assessment 3 credit(s)
• PSY 763 - Direct Academic Assessment 3 credit(s)
• PSY 764 - Socioemotional Assessment 3 credit(s)

Consultation Services

• PSY 861 - Consultation Processes 3 credit(s)
• PSY 862 - Consultation Practicum 3 credit(s)

PSY 600: Special Topics: Theories and Methods of Assessment and Diagnosis

• PSY 880 - School Psychology Practicum 3 credit(s)

and one of the following:

• PSY 847 - Practicum in Psychotherapy 3 credit(s)
• PSY 866 - Behavior Theory Practicum 3 credit(s)

2) Intervention Models (6 credits)

• PSY 765 - Principles of Behavior Modification 3 credit(s)

PSY 600:Selected Topics: Child and Family Interventions

3) Psychology Core (27 credits)

Statistics & research design.

• PSY 655 - Experimental Design and Statistical Methods I 3 credit(s)
• PSY 756 - Experimental Design and Statistical Methods II 3 credit(s)

Human Development

• PSY 739 - Lifespan Developmental Psychology 3 credit(s)

History & Systems

• PSY 894 - History and Systems Psychology 3 credit(s)

Biological Basis

• PSY 682 - Physiological Processes and Health Psychology 3 credit(s)

Individual Differences

• PSY 617 - Individual differences and developmental disability 3 credit(s)

Cognition & Affective Basis

• PSY 614 - Cognitive and affective bases of behavior 3 credit(s)

Social Basis

• PSY 677 - Social Cognition 3 credit(s)
• PSY 860 - Topics in Psychology 3 credit(s) Diversity and Cultural Issues in Assessment and Psychotherapy

4) Research (18 credits)

(18 credits from the following)

• PSY 997 - Masters Thesis 1-6 credit(s)
• PSY 999 - Dissertation 1-15 credit(s)

5) Internship in School Psychology (6 credits)

• PSY 885 - Internship in School Psychology 0-6 credit(s)

Total Credits Required (90 credits)

In addition to the required coursework, all students must complete the following milestones:

Master’s Thesis

All students are required to complete a Master’s thesis upon completion of approximately 30 hours of graduate work unless they enter the program with a completed thesis or a Master’s degree.  Students who completed a Master’s thesis elsewhere will be required to complete a pre-doctoral project instead of the Master’s thesis. 

Comprehensive Exam

The comprehensive exam includes two levels: 1) professional examination assessing broad and general preparation for entry-level practice; and 2) integrative program examination assessing research preparation and broad and general preparation for the recognized specialty practice. 

Dissertation

All students are required to complete a doctoral dissertation, and their doctoral dissertation proposal must be defended prior to beginning the pre-doctoral internship.

The internship is a year-long, organized training program that is designed to provide students with a planned, programmed, sequence of training experiences associated with the practice of psychology and is satisfactory in quality, breadth, scope, and nature.

Optional Concentrations

Please keep the “triple dipping rule” in mind as you consider the following optional programs to complement your MA and PhD programs.

The triple dipping rule- Per university policy (link: http://coursecatalog.syr.edu/content.php?catoid=25&navoid=3251#34-0), specific courses/credits can be counted toward up to two (but no more than two) graduate programs or degree. The courses listed in the Program of Study for the Master’s in Psychology count towards the PhD in School Psychology.

Concentration in Neuroscience (optional)

Requirements.

Complete the following Courses:

• BIO 607 - Advanced Neuroscience 3 credit(s)
• NEU 613 - Readings in Neuroscience 0-3 credit(s)
• NEU 614 - Interdisciplinary Methods of Neuroscience 0-3 credit(s)
• PSY 777 - Advanced Cognitive Neuroscience 3 credit(s)

In addition, students are expected to:

Present at least one special seminar and participate in other research days organized or sponsored by the Interdisciplinary Neuroscience Program during your tenure as a student.

Attend program-sponsored seminars given by outside speakers, graduate students, postdocs, and faculty.

Concentration in Advanced Quantitative Methods in Psychology (optional)

The program has two goals. First, students will receive training in a wide range of advanced statistics or quantitative methods. Such breadth assures that students have maximum flexibility in designing a curriculum that best fits their individual career goals. Second, the program emphasizes competence in the application of knowledge and analytic skills acquired through coursework to students’ own research.  Together these will help promote the pursuit of high-quality research and research-focused careers in academic and non-academic settings.

Pre-requisites

Requirements (part a).

12 credit hours of coursework focusing on statistical or quantitative methods at the 500-level or above. Select from these courses:

• CSE 581 - Introduction to Database Management Systems 3 credit(s)
• IST 718 - Big Data Analytics 3 credit(s)
• MAT 521 - Introduction to Probability 3 credit(s)
• MAT 525 - Mathematical Statistics 3 credit(s)
• MAT 651 - Probability and Statistics I 3 credit(s)
• MAT 652 - Probability and Statistics II 3 credit(s)
• MAT 750 - Statistical Consulting 3 credit(s)
• PSY 612 - Advanced Experimental Psychology 3 credit(s)
• PSY 624 - Graduate Seminar in Psychological Methods 3 credit(s)
• PSY 780 - Introduction to Structural Equation Modeling 3 credit(s)
• PSY 854 - Bayesian Statistical Analysis 3 credit(s)

To demonstrate the minimum level of competence, students must earn a B- or better in each of the courses.

Courses may count toward the certificate and other degrees so long as the ‘triple dipping’ rule and any other university policies are met.

Requirements (part b)

An approved empirical research product demonstrating competence in the use of an advanced statistical or quantitative method:

A research product that demonstrates competence in the use of an advanced statistical or quantitative method may include one of the following options:

(b-1) submitting a manuscript based on empirical research using an advanced statistical or quantitative method for peer review, or

(b-2) successfully defending a thesis, qualifying exam, or dissertation using an advanced statistical or quantitative method. Specific statistical or quantitative methods on which the product is based may be different from those in the student’s elective coursework or desired specialization areas in psychology.

To confirm that this requirement is met, the student must:

• Submit to the committee a two-paragraph description about at the initiation of the project or proposal of the milestone: indicate the advanced statistical or quantitative method to be used in their project, along with a statement that the student alone will conduct the advanced statistical or quantitative method analysis. The committee will indicate if the proposal is sufficient for this requirement. ​​​​​​​
• After the completion of the project, the committee must review and approve the final product along with a short statement confirming that they conducted the advanced statistical or quantitative method.

The program is strongly committed to the recruitment of individuals from diverse backgrounds.  Applications are considered for the fall term only, and the deadline for receipt of the completed application is December 1. Only full-time students are considered for admission. 

The program receives approximately 70 applications per year for three to four openings. There are approximately 20 students in the program.  Most students entering the school psychology program have had an undergraduate major in either psychology or education, but the program is not restricted to these majors. However, students with an undergraduate major in other fields may need more study in psychology and education than those who already have the appropriate foundation.  Prior involvement in independent research (e.g., paper presentations) as well as mental health or education-related services (e.g., supervisor evaluations) is recommended.

Financial Support

The department makes a determined effort to offer each student who is in good standing financial support in the form of a stipend and tuition remission. Stipends may stem from several sources including, clinical assistantships, teaching assistantships, research assistantships, fellowships, or clinical internships and externships. Outstanding students are placed into competition for University-wide fellowships. In addition, students are encouraged to apply for available external funding.

Satisfactory Progress

Students’ progress is reviewed by the program faculty in three main areas: (a) academic or course-related requirements, (b) clinical / interpersonal skill development, and (c) research requirements.  Maintenance of a satisfactory GPA (3.0) is necessary for success in the School Psychology Program, but it is not sufficient to guarantee progress toward the doctoral degree. In addition, students are required to earn a grade of B or better in all required courses.

As part of scientist-practitioner training, students must demonstrate satisfactory clinical and interpersonal skills, actively participate in a research group, demonstrate the ability to function independently in all phases of the research process, and make timely progress toward completion of research requirements.

All students who receive department funding as a Teaching Assistant will be evaluated each semester by the faculty member assigned to the course. Each student’s overall performance will be assessed (e.g., teaching effort and performance, attendance, meeting deadlines, following course guidelines and policies, professionalism, etc.). In addition, if the TA assignment includes teaching, the faculty member may conduct an in-class observation to evaluate each student’s teaching skills and individualized feedback will be provided. It is expected that a student’s overall performance each semester, as assessed by the faculty member assigned to the course, will meet or exceed expectations in order for a student to remain in good standing in the program. 

*The official designation required by the New York State Board of Regents is School Psychologist.

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• Best Online Psychology Master's Degrees

Best Online Psychology Master’s Degrees Of 2024

Updated: Jan 23, 2024, 1:08pm

The human mind has long been a subject of fascination and controversy, and psychology—the study of the mind—proves valuable across industries, fields and positions. Whether you work in public relations, user experience or human resources, a background in psychology can give you an edge in your career.

A master’s in psychology involves wide-ranging study that can lead to careers in diverse fields. You’ll gain advanced research and analysis skills and a strong understanding of human behavior. Plus, a master’s in psychology can qualify you to work as an industrial-organizational psychologist or a school psychologist .

If you want to dive deeper into the field while maintaining a flexible schedule, you can pursue your degree online. Keep reading to learn about the 10 best online psychology master’s degrees.

Why You Can Trust Forbes Advisor Education

Forbes Advisor’s education editors are committed to producing unbiased rankings and informative articles covering online colleges, tech bootcamps and career paths. Our ranking methodologies use data from the National Center for Education Statistics , education providers, and reputable educational and professional organizations. An advisory board of educators and other subject matter experts reviews and verifies our content to bring you trustworthy, up-to-date information. Advertisers do not influence our rankings or editorial content.

• 6,290 accredited, nonprofit colleges and universities analyzed nationwide
• 52 reputable tech bootcamp providers evaluated for our rankings
• All content is fact-checked and updated on an annual basis
• Rankings undergo five rounds of fact-checking
• Only 7.12% of all colleges, universities and bootcamp providers we consider are awarded

Our Methodology

We ranked 39 accredited, nonprofit colleges offering online psychology master’s degrees in the U.S. using 16 data points in the categories of credibility, affordability, student outcomes, student experience and application process. We pulled data for these categories from reliable resources such as the Integrated Postsecondary Education Data System ; private, third-party data sources; and individual school and program websites. Data is accurate as of June 2023.

We scored schools based on the following metrics:

Student Outcomes:

• Overall graduation rate
• Median earnings 10 years after graduation

Affordability:

• In-state graduate student tuition
• In-state graduate student fees
• Alternative tuition plans offered
• Median federal student loan debt
• Percentage of students in federal student loan deferment

Student Experience:

• Student-to-faculty ratio
• Socioeconomic diversity
• Availability of online coursework
• Total number of graduate assistants
• More than 50% of graduate students enrolled in at least some distance education

Credibility:

• Fully accredited
• Programmatic accreditation status
• Nonprofit status

Application Process:

• Acceptance rate

We chose the 10 best schools to display based on those receiving a curved final score of 84% or higher.

Find our full list of methodologies here .

• Best Master’s In ABA Online Degrees
• Best Online Master’s In Counseling Psychology
• Best Online Psychology Degrees

Best Master’s in Psychology Online Programs

Why should you consider an online psychology master’s program, accreditation for online master’s in psychology programs, how to find the right online master’s in psychology for you, frequently asked questions (faqs) about the best online psychology master’s degrees, university of southern california, arizona state university digital immersion, ferrum college, william woods university, indiana wesleyan university-national & global, national louis university, palo alto university, lynn university, liberty university, southern new hampshire university.

Graduate Tuition

$2,244/credit

Percentage of Grad Students Enrolled in Distance Education

Overall Graduation Rate

Based out of Los Angeles, the University of Southern California offers an online Master of Science in applied psychology that full-time students can complete in 16 months by taking two courses per term. The program’s 34-credit curriculum covers topics in consumer psychology, organizational psychology and research methods, and all students complete 240 hours of experiential field learning through a required internship.

Students can choose to complete the internship requirement through an optional summer experience in Dublin, Ireland.

• Our Flexibility Rating: Learn around your 9-to-5
• School Type: Private
• Application Fee: $90
• Degree Credit Requirements: 34 credits
• Program Enrollment Options: Full-time
• Notable Major-Specific Courses: Consumer psychology, organizational psychology
• Concentrations Available: N/A
• In-Person Requirements: Yes, for internship

$565/credit

Headquartered in Tempe, Arizona State University is among the largest universities in the nation by enrollment. ASU features an online master’s in psychology that requires 36 credits. The curriculum includes courses in applied social psychology, professional issues and research methods and concludes with a capstone course in which students analyze current psychological literature and recommend policy.

ASU delivers most online coursework asynchronously, and the program does not include in-person requirements.

• Our Flexibility Rating: Learn on your schedule
• School Type: Public
• Application Fee: $70
• Degree Credit Requirements: 36 credits
• Notable Major-Specific Courses: Applied social psychology, professional issues in psychology
• In-Person Requirements: No

$475/credit

Based in Ferrum, Virginia, Ferrum College enrolls fewer than 1,000 students and maintains an affiliation with the United Methodist Church. The college’s fully online Master of Science in psychology prepares graduates for Ph.D. programs in the field and takes one year of full-time study to complete.

The program’s 33-credit curriculum includes required courses in ethics, research methods and applied statistics. All students must also complete a thesis that involves significant original research. Ferrum College’s MS in psychology does not lead to licensure.

• Application Fee: $50
• Degree Credit Requirements: 33 credits
• Notable Major-Specific Courses: Ethics and professional issues; research methods in social sciences; applied statistics in the social sciences

$450/credit

Based in Fulton, Missouri, William Woods University offers an online master’s in psychology program that requires 33 credits. The curriculum includes coursework in psychological testing and assessment, advanced statistics, research design and advanced cognition. All students complete an original thesis before they graduate.

This program is designed for both working professionals looking to expand their career options and students who want to eventually pursue doctoral programs in psychology.

• Application Fee: Free
• Notable Major-Specific Courses: Psychological testing and assessment; advanced statistics

$499/credit

Based in Marion, Indiana, Indiana Wesleyan University has expanded its distance learning presence in recent years. The university offers an online master’s in psychology program with two concentration options: industrial and organizational psychology, and life coaching and positive psychology. Both tracks require 30 credits and include core courses in lifespan development, personality development and research methods.

All students also complete a capstone project. IWU delivers all online coursework asynchronously for maximum flexibility.

• Degree Credit Requirements: 30 credits
• Notable Major-Specific Courses: Lifespan development, theories of personality development, research methods in psychology
• Concentrations Available: Industrial and organizational psychology; life coaching and positive psychology

$790/credit

Headquartered in downtown Chicago, National Louis University features an online Master of Arts in psychology that students can complete in 18 months. The 36-credit curriculum includes four concentration options: general psychology, community psychology, psychological assessment and teaching of psychology. No matter their concentration, students in the program complete core foundational coursework in areas like abnormal and social psychology.

Online courses at NLU may include both synchronous and asynchronous elements.

$6,888/quarter

Located in the Bay Area in Palo Alto, California, Palo Alto University focuses primarily on counseling and psychology programs. The university’s online Master of Science in psychology includes limited in-person requirements. Students who pursue the Ph.D. prep concentration must complete a one-week, on-campus residency focused on clinical interviewing. Learners can take a generalist track or pursue a concentration in forensic psychology or technology and mental health.

The program uses Zoom to deliver synchronous coursework during the evenings.

• Application Fee: $80
• Degree Credit Requirements: 37.5 to 47 credits
• Program Enrollment Options: Part-time
• Notable Major-Specific Courses: Research methods and statistics; child and adolescent development
• Concentrations Available: Ph.D. prep; technology and mental health; forensic psychology
• In-Person Requirements: Yes, for Ph.D. prep concentration

$650/credit

Located in Boca Raton, Florida, Lynn University offers an online Master of Science in psychology with either a generalist concentration or an industrial/organizational psychology concentration. In both cases, the curriculum requires 37 credits, and core courses include personality psychology, advanced social psychology, and scientific writing and analysis. All students complete a thesis with original research as a capstone requirement.

Incoming students can apply to begin the program in the spring, summer or fall semesters.

• Degree Credit Requirements: 37 credits
• Notable Major-Specific Courses: Advanced research in psychology, personality psychology
• Concentrations Available: General psychology, industrial/organizational psychology

Based out of Lynchburg, Virginia, Liberty University enrolls more than 135,000 students thanks in large part to its online programs. The university’s online master’s in applied psychology takes the typical student 18 months to complete. Students can choose between concentrations in general psychology, developmental psychology, industrial-organizational psychology and public mental health.

No matter their concentration, distance learners must complete 36 credits and take core courses in areas like social psychology and the psychology of learning.

• Notable Major-Specific Courses: Social psychology, psychology of learning
• Concentrations Available: General psychology, developmental psychology, industrial/organizational psychology, public mental health

$637/credit

Located in Manchester, New Hampshire, Southern New Hampshire University is a private university primarily focused on online programs. The university’s online Master of Science in psychology offers three concentration options: forensic psychology, industrial and organizational psychology, and child and developmental psychology. All students must complete 36 credits and take core courses in areas like social psychology and cognitive processes.

SNHU delivers all online coursework asynchronously, and the program does not include any in-person requirements.

• Notable Major-Specific Courses: Social psychology, cognitive processes
• Concentrations Available: Forensic psychology; industrial and organizational psychology; child and developmental psychology

A master’s in psychology is a widely applicable degree for all types of students. Here’s why you might pursue an online psychology master’s degree.

Master’s Degrees in Psychology: Fast Facts

• Nearly 25% of CEOs hold a master’s degree as their highest level of education. ( U.S. Bureau of Labor Statistics )
• According to the American Psychological Association (APA), neuroscience is the most competitive psychological subfield at the master’s level, while counseling psychology accepts the highest percentage of students.
• Approximately 4 out of 5 graduate psychology students are women. (APA)
• Forty-three percent of graduate psychology students identify as BIPOC. (APA)
• The most diverse subfield of psychology among graduate students is developmental psychology. (APA)

Should You Earn Your Degree Online?

Online degrees have become more and more prevalent in recent years. However, they don’t suit all types of learners. To determine if distance learning is right for you, ask yourself a few key questions:

• What’s your budget? Distance learners generally avoid some costs associated with on-campus learning, including housing and transportation. Moreover, some public universities allow out-of-state distance learners to pay in-state or otherwise discounted tuition rates.
• What’s your learning style? Online learning requires plenty of discipline, organization, time management and self-motivation. If you rely on a peer group or the routine of a physical classroom for motivation, on-campus learning may provide a better fit.
• What are your other commitments? Flexibility is one of the main reasons many parents and working professionals opt for online learning. If you’ll have significant obligations outside of school, an asynchronous online program might help you juggle your studies with your other commitments.

There are two important types of college accreditation to understand: institutional and programmatic.

Institutional accreditation is non-negotiable. You should enroll at a school only if it’s institutionally accredited, as this is the only way you can qualify for federal student aid. Plus, Ph.D. programs, employers and credentialing bodies may not recognize degrees that come from unaccredited universities.

The U.S. Department of Education and the Council for Higher Education Accreditation (CHEA) oversee the agencies that manage the institutional accreditation process. These agencies evaluate schools for the quality of their finances, academics and faculty. To verify a prospective school’s accreditation status, you can visit its website or check the directory on CHEA’s website.

Programmatic accreditation offers quality assurance and vetting in specific fields. Programmatic accreditation is uncommon among undergraduate and master’s-level psychology programs, though APA accreditation does apply to doctoral, postdoctoral residency and internship programs.

Once you’ve determined that you want an online master’s degree in psychology, it’s time to decide where you should earn it. Here’s how to choose a school.

Consider Your Future Goals

Psychology is a wide-ranging field. To choose the right program and specialization for you, it’s best to determine your career goals before committing to any specific program.

A master’s degree in general psychology can lead to careers in fields as diverse as public relations , education, human resources , user experience and marketing , among others. If you know you want to go into a specific field, such as industrial-organizational psychology , you may want to consider attending a psychology program that offers that specific specialization.

If you don’t want to enter the workforce immediately upon graduation, and instead plan to continue your studies in a doctoral program, you should choose a master’s program with a significant research component. A completed thesis can help you take the next step into a Psy.D. program or a Ph.D. in psychology. Some master’s programs also offer Ph.D. prep concentrations, which explicitly prepare you to continue your career in academia.

Understand Your Expenses and Financing Options

Eliminating the one significant outlier (USC at $2,244), per-credit tuition rates for the 10 programs ranked in our guide range from $450 to $799. Over the course of a typical 36-credit master’s degree, these rates translate to approximately $16,000 to $29,000 in total tuition costs.

As a comparison point, according to the National Center for Education Statistics , as of the 2021–22 academic year, the average annual tuition for a graduate program was $12,596 at public universities and $29,931 at private, nonprofit universities.

To get help funding your education, the first step is filling out the Free Application for Federal Student Aid (FAFSA®). The FAFSA is the portal to federal aid opportunities like grants, scholarships and loans, along with aid from other resources. You can also pursue graduate assistantships through your university. Keep in mind that some assistantships may be reserved for on-campus and Ph.D. students.

How long does it take to get an online master’s degree in psychology?

The 10 ranked programs in our guide generally take 12 to 18 months to complete. Keep in mind that completion times can vary depending on your school, program and enrollment status.

What can I do with an online master’s in psychology?

There are many psychology-related careers that you can pursue as a master’s degree holder, including market research analyst, user experience researcher, project manager , public relations specialist and human resources manager .

Is an online master’s in psychology respected?

Yes. As long as you attend an accredited university, a psychology master’s degree earned online carries the same weight as one earned in person.

Can I do a master’s in psychology online?

Yes, you can complete a master’s in psychology online. Many colleges offer fully online and hybrid psychology master’s programs.

Is it better to get an M.S. or an M.A. in psychology?

It depends on your goals. An M.A. in psychology often focuses on the applications of psychology, whereas an M.S. focuses more on research and scholarship.

Mikeie Reiland is a writer who has written features for Oxford American, Bitter Southerner, Gravy, and SB Nation, among other publications. He received a James Beard nomination for a feature he wrote in 2023.

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Research Interests

Social psychology; lay theories of prejudice; prejudice confrontations; allyship behavior; stigma

Contact Information

Buffalo NY, 14260-4110

[email protected]

Additional Resources

• PhD, Rutgers University

My research examines how: (1) lay beliefs about prejudice affect marginalized and privileged group members’ performance, behavior, and health, (2) how and when prejudice confrontations reduce prejudice and impact the health of confronters, and (3) how individual and organizational claims of allyship are perceived. The Lay Theories of Prejudice Lab leverages multiple methodologies, including behavioral, implicit cognition, and physiological, to examine basic and applied questions about how people perceive, experience, and combat prejudice in their day to day lives. 

Selected Publications

• Chaney, K. E.,   Wilton, L., Morgenroth, T., Cipollina, R., & Pereira-Jorge, I. A. (in press). Predictors and implications of parents’ beliefs about the age appropriateness of LGBTQ+ topics for children.  Social Psychological and Personality Science.
• Chaney, K. E. & Sanchez, D. T. (in press). White women’s automatic attentional adhesion to sexism in the face of racism.  Journal of Experimental Social Psychology.
• Pham, M. D., Chaney, K. E., & Ramiréz-Esparza, N.   (in press).   What are we fighting for? Lay theories about the goals and motivations of anti-racism activism.  Race and Social Problems.
• Chaney, K. E. & Chasteen, A. L. (in press). Do beliefs that older adults are inflexible serve as a barrier to racial equality ? Personality and Social Psychology Bulletin .
• Chaney, K. E., Cipollina, R., & Sanchez, D. T. (2024). White women’s stigma-based solidarity claims and disingenuous allyship.  Social Psychological and Personality Science, 15 (5), 509-518 .
• Pham, M. D., Chaney, K. E.,   & Sanchez, D. T.   (2023). “I am (oppressed), therefore I see”: Multiple stigmatized identities predict belief in generalized prejudice and coalition .   Self & Identity, 22 (6), 1000-1026.
• Chaney, K. E. & Forbes, M. (2023). We stand in solidarity with you (If it helps our ingroup).  Group Processes and Intergroup Relations, 26 (2), 304-320.
• Chaney, K. E.   (2022).   An examination of diversity rationales: How instrumental and moral diversity rationales create minority spotlight.  European Journal of Social Psychology, 52 (5-6), 783-796.
• Chaney, K. E.   (2022).   Preconscious attentional bias to rejection facilitates social distancing for White women in STEM contexts.  Social Cognition, 40 (5), 438-458.
• Chaney, K. E. & Wedell, E. (2022). How lay theories of prejudice shape prejudice confrontations: Examining beliefs about prejudice prevalence, origins, and controllability.  Social and Personality Psychology Compass, 16 (4), e12658.
• Chaney, K. E. & Sanchez, D. T. (2022). Prejudice confrontation styles scale: A validated and reliable measure of how people confront prejudice.  Group Processes and Intergroup Relations, 25 (5), 1333-1352.
• Chaney, K. E., Sanchez, D. T., Alt, N. P., & Shih, M. (2021). The breadth of confrontations as a prejudice reduction strategy.  Social Psychological and Personality Science, 12 (3), 314-322.
• Chaney, K. E., Sanchez, D. T., & Remedios, J. D. (2021). Dual cues: Women of color anticipate both gender and racial bias in the face of a single identity cue.  Group Processes and Intergroup Relations, 24 (7), 1095-1113.
• Chaney, K. E., Sanchez, D. T., Himmelstein, M. S., & Manuel, S. K. (2021). Lay theory of generalized prejudice moderates cardiovascular stress responses to racism for White women.  Group Processes and Intergroup Relations, 24 (6), 998-1015.
• Chaney, K. E.,   Sanchez, D. T., & Maimon, M. (2019). Stigmatized-identity cues in consumer spaces .   Journal of Consumer Psychology, 29 (1), 130-141.

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