Inclusive Teaching Strategies
ACUE Inclusive Teaching Practices Toolkit
Princeton Inclusive Teaching Strategies
Inclusive Teaching at Michigan
What is Inclusive Teaching? (Penn)
How Do You Teach Inclusively? (Penn)
Evidenced Based Strategies and Practices
Teaching in Classrooms with Increasing Diversity
4 Ways Professors Can Make Their Classes More Inclusive
Here's How to Make Your Teaching More Inclusive
Why We're Speaking Up About Inclusive Teaching Strategies
Implicit Bias Resources
Eberhardt, Jennifer L. (2019). Biased: Uncovering the Hidden Prejudice That Shapes What We See, Think, and Do. New York, Viking
Banaji, M. R., & Greenwald, A. G. (2013). Blind spot: Hidden biases of good people. New York, NY: Random House, Inc.
Kahneman, D. (2011). Thinking, Fast, and Slow. New York: Farrar, Straus and Giroux.
Gladwell, M. (2007). Blink: The power of thinking without thinking. New York, NY: Time Warner Book Group.
Fiske, S. (2008). Are we born Racist? Greater Good, V(1), 14-17.
Implicit Bias and Stereotype Threat
When Two Bodies Are (Not) a Problem: Gender and Relationship Status Discrimination in Academic Hiring. Rivera, Lauren, A. (2017). American Sociological Review, October 2017, Vol 82, Issue 6, pp 1111 – 1138. http://journals.sagepub.com/doi/10.1177/0003122417739294
Educated men remembered as “whiter”. Ben-Zeev, Avi, et al. (2014). SAGE Open. January-March 2014:1–9
What Happens Before? A Field Experiment Exploring How Pay and Representation Differentially Shape Bias on the Pathway into Organizations. Milkman, K.L., et al (2014). Journal of Applied Psychology.
The Gender Marketing of Toys: An Analysis of Color and Type of Toy on the Disney Store Website. Auster, Carol J. and Claire S. Mansbach (2012). Sex Roles, October 2012, Volume 67, Issue 7, pp 375-388.
Time to Take Stock: A Meta-Analysis and Systematic Review of Analgesic Treatment Disparities for Pain in the United States. Meghani, S. H., Byun, E. and Gallagher, R. M. (2012). Pain Medicine, 13: 150–174. doi:10.1111/j.1526-4637.2011.01310.x
Proceedings of the National Academy of Sciences of the United States of America, Moss-Racusin, Corinne A, et al. (2012). Vol. 109 no. 41, 16474–16479.
Racial Bias in Health Care and Health: Challenges and Opportunities. Williams, David R., PhD, MPH. JAMA Aug 11, 2015. Vol 314, No. 6
Diversity Matters in Academic Radiology: Acknowledging and Addressing Unconscious Bias. Brenda J. Allen, PhD, Kavita Garg, MD. J Am Coll Radiol 2016;13:1426-1432.
Breaking Through Bias: How unconscious biases could be preventing business schools from reaching their goals for diversity. Bisoux, T. (2017) http://bized.aacsb.edu/articles/2017/11/breaking-through-bias
Mind bugs: How implicit bias affects faculty evaluations in academia. [PowerPoint slides]. Dasgupta, N. (2012). Retrieved from http://www.adapp-advance.msu.edu/
Gender in 20th Century Children’s Books. McCabe, J. Gender & Society, April 2011 25: 197-226.
The development of implicit attitudes: Evidence of race evaluations from ages 6 and 10 and adulthood. Baron, A.S., & Banaji, M.R. (2006). Psychological Science, 17(1), 53-58.
Women in STEM: Challenges and determinants of success and psychological well-being. Settles, I. (2014). American Psychological Association, Psychological Science Agenda, (October 2014).
Are Emily and Greg More Employable than Lakisha and Jamal? A Field Experiment on Labor Market Discrimination. Bertrand, M., Mullainathan, S. (2003) http://www.nber.org/papers/w9873
How Unintentional, but Insidious Bias can be the Most Harmful. http://www.pbs.org/newshour/bb/how-unintentional-but-insidious-bias-can-be-the-most-harmful/
A January 4 Chronicle of Higher Education Article: What It’s Like to Be Black at the U. of Missouri: Black students describe racial division, isolation, and prejudice at the U. of Missouri http://chronicle.com/article/What-Its-Like-to-Be-Black-at/234771
Social Class is Dead. Long Live Social Class! Stereotype Threat among Low Socioeconomic Status Individuals. Spencer, B., Castano, E. Soc Just Res (2007) 20:418-432 https://www.researchgate.net/publication/226584193_Social_Class_Is_Dead_Long_Live_SocialClass_St
The Ups and Downs of Attributional Ambiguity: Stereotype Vulnerability and the Academic Self-Knowledge of African American College Students. Aronson, J., Inzlicht, M. (2004) https://static1.squarespace.com/static/550b09eae4b0147d03eda40/t/5525f7d5e4b00afb743aef93/1428551637851/the-ups-and-downs-of-attributional-ambiguity.pdf
Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Aronson, J., Fried, C., & Good, C. (2002). Journal of Experimental Social Psychology, 38, 113-125.
Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat. Good, C., Aronson, J., & Inzlicht, M. (2003). Journal of Applied Developmental Psychology, 24, 645-662.
Stereotype threat and women's math performance. Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Journal of Experimental Social Psychology, 35, 4-28.
A threat in the air: How stereotypes shape the intellectual identities and performance of women and African-Americans. Steele, C. M. (1997). American Psychologist, 52, 613-629.
Thin ice: "Stereotype threat" and black college students. Steele, C. M. (1999, August). The Atlantic Monthly, 284(2), 44-47, 50-54.
Stereotype threat and the intellectual test performance of African-Americans. Steele, C. M., & Aronson, J. (1995). Journal of Personality and Social Psychology, 69, 797-811.
First Gen and Low-income students
Gender Diversity in the Classroom
A Foundation for Understanding Gender Differences
Gender Inclusive Language
It's Intuitively Obvious
Hard Truths About Race on Campus
The Truth About Rosa Parks and Why it Matters to your Diversity Initiative
Race Neutral Alternatives in American Education
Black Study, Black Struggle
6 Ways to be Antiracist, because being "not racist" is not enough (Mashable, June 2, 2020)
Allies and Antiracism by Project READY
How to be an Ally - Patrice Cullors
Ally vs Co-Conspirator - Betina Love (6:20)
Faculty Learning Community Resources
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching : a guide for faculty. Retrieved from https://ebookcentral.proquest.com
Cook-Sather, A. (2011) Layered learning: student consultants deepening classroom and life lessons, Educational Action Research, 19:1, 41-57
Cox, M. D., & Richlin, L. (Eds.). (2004). Building faculty learning communities: new directionsfor teaching and learning, number 97 (Vol. 15). John Wiley & Sons.
Nugent, J. S., Reardon, R. M., Smith, F. G., Rhodes, J. A., Zander, M. J., & Carter, T. J. (2008).
Exploring faculty learning communities: Building connections among teaching, learning, and technology. International Journal of Teaching and Learning in Higher Education, 20(1), 51-58.
Rose, D. H., Harbour, W. S., Johnson, C. S., Daley, S. G., & Abaranell, L. (2008). Universal design for learning in postsecondary education. In S. E. Burgstahler & R. C. Cory (Eds.), Universal Design in Higher Education (pp. 45–60). Cambridge, MA
Taking the Measure of Faculty Diversity
Innovation Fosters Inclusive Teaching
Microaggressions: What You Need to Know
Addressing Diversity in the Stanford Math Classroom
Do Differences Make a Difference?
Bridging to Belonging