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care for minority groups and increasing recruitment of
Hispanics into the field of psychology the United States. Among her awards, Bernal received the Distinguished Life Achievement Award from APA's Division 45, and APA's Distinguished Contribution to Psychology in the Public Interest Award in 2001. She also contributed much to the establishment of the National Hispanic Psychology Association, now known as the National Latino Psychological Association, where she became the second president and eventually the treasurer. One of Bernal's most notable accomplishments was the education and mentoring of numerous students. She helped her students navigate issues that she herself had struggled with throughout her life and academic career. Today, several scholarships have been created in her name to offset the costs of higher education for minority students, with a particular focus on women. She wanted to help students have equal opportunities for advancement in psychology. She has gained extensive acknowledgments from the people she has interacted with, becoming an inspiration to many of her followers and peers.
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measuring ethnic identity and the development of ethnic identity among
Mexican American children. Eventually she became known nationally for displaying how behavioral interventions for children operate and the interventions' ability to operate over time, as well as for developing the Ethnic Identity Questionnaire. Bernal and her colleagues adapted the Ethnic Identity Questionnaire to measure ethnic identity development among young Mexican American children. She worked from 1964 to 1971 in the UCLA's Neuropsychiatric Institute developing behavioral interventions and then continued her work at the
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minorities in the United States. Bernal was outspoken about the need to recruit and train more ethnic minorities in the field of psychology, and worked to incorporate specific organizations into the APA that had a focus on ethnic issues. Her research convinced many people in the APA to form the Board of Ethnic
Minority Affairs (BEMA).
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Bernal made numerous contributions to the field of psychology, and received several awards for her developments in pediatric clinical psychology as well as minority mental health. Informed by her personal experiences with structural and social prejudice, Bernal was instrumental in expanding access to
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Bernal began school in 1937 at a time when students at her school were prohibited from speaking
Spanish. Additionally, she and her sisters were discouraged from taking academically advanced courses. Bernal recalled this environment as leading her to feel shame about her ethnicity and native tongue.
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In her later years, Bernal battled cancer and was eventually forced to stop her work due to declining health. However, she continued to be an influential leader by working with the
Commission on Ethnic Minority in the fields of recruitment, retention, and training, remaining an active member until
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Born to
Mexican immigrants in San Antonio, Texas in 1931, Bernal was raised in Mexican culture while experiencing life as a Mexican American. At first her father, Enrique de Bernal, did not want her to continue her educational pursuits, but with the support of her older sister, Cristina, and her
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where she would study ethnic identity development among
Mexican American children. During this time she developed her interest in the behavioral principles and methods for the treatment of childhood psychopathology, mainly children with conduct disorders, as well as developed mechanisms used for
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degree in 1955. Moving on to
Indiana University, she struggled with sexism. While white men were welcome to conduct faculty-supervised research, women were denied such opportunities and often subject to sexual advances from professors. Bernal was ready to quit Indiana University until one of her
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showing the paucity of courses in multicultural health and the gross underrepresentation of minority students and faculty across clinical psychology programs in the United States. Bernal advocated for the preparation of mental health professionals to provide services to the growth of ethnic
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in 1962. She was the first
Hispanic woman to receive a doctorate in psychology in the United States. Although Bernal's clinical work focused on the assessment and treatment of children with behavioral problems, she also developed organizations with a strong focus on minority ethnic groups.
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Shortly after she started research in minority mental health, Bernal became the lead researcher on the topic of training minority psychologists. As a recipient of the NIMH National
Research Service Award in 1979, Bernal published her research in
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teachers, Harry Yamaguchi, persuaded her to finish her doctorate. She eventually earned her doctorate in psychology with the additional support of other faculty members
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After obtaining her doctoral degree from Indiana University in 1962, Bernal applied for various faculty jobs. Unable to get a faculty position, she obtained a
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from 1971 to 1986. Some of the interventions involved training parents by giving them lesson plans to help with their children's conduct problems.
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her death. After recovering from cancer three times, she was diagnosed with lung cancer and died at the age of 70 on September 28, 2001.
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George, M. (2012). Profile of Martha Bernal. Psychology's Feminist Voices Multimedxia Internet Archive. Retrieved from:
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Vasquez, M. T., & Lopez, S. (2002). Martha E. Bernal (1931-2001). American Psychologist, 57(5), 362.
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was posted to celebrate “the 93rd birthday of Mexican American psychologist, Dr. Martha Bernal”.
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In 1952, Bernal received a bachelor's degree from Texas Western College, which is now the
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and conducted research for two years. Eventually, she became a faculty member at
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Petrillo, A. (2012). Psychologist of the week- Martha Bernal. Retrieved from:
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http://psychologistoftheweek.blogspot.com/2012/10/martha-bernal.html
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Martha Bernal. (2001). American Psychologist, 56(11), 922.
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