Rutherford, AlexandraMartin, Katia Zoe2023-12-082023-12-082023-12-08https://hdl.handle.net/10315/41769There are cracks in academic Psychology’s pipeline: What starts out as a diverse stream of incoming students ends in a homogeneous trickle. We know racism and androcentrism contribute to the leakage, but we need to listen to students’ personal experiences to get a fuller picture. I conducted open-ended narrative interviews with nine undergraduate Psychology students at York University, and found consistent ambivalence and alienation. These seemed difficult to reconcile; participants seemed constrained by the ways of thinking trained into them by academic Psychology. A collaborative zine-making workshop made space for other modes of thinking: students hand-made an art book (zine) together, critically exploring their experiences. The zine reflects the complex conversations and tinkering that helped create it, contributing to a picture of how we might confront the cracks in Psychology education if we want the field to welcome in those it has tended to push out.Author owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.Educational psychologyPedagogySocial researchElectronic Thesis or Dissertation2023-12-08Practice-led researchQualitativeResearch-creationZinesZine workshopParticipatory researchInterview based zine makingPedagogyCurriculumDecolonizing psychologyNarrative thematic analysisNarrative interviewingTheories of changeDesire-based researchLearningInterviewWorkshopSlow scholarshipPrefigurative action researchArt-based researchPublicly engaged scholarshipCritical makingPushoutUniversity dropoutAccessibility in undergraduate psychologyLeaky pipeline