Readings on Diversity in Higher Education:
Readings on Disability:
McCarthy, H. (2021). Self-Advocacy and Ally-Advocacy for Disability Justice:
Organizational, Psychosocial, and Political Resources. Disability, CBR & Inclusive Development, 32(2), 160–178.
McRuer Robert, Crip Times: Disability, Globalization, and Resistance, (2018). New York: New York University Press.
Price, Margaret (2011). Mad at school: Rhetorics of mental disability and academic life. Ann Arbor: University of Michigan Press.
Walker, N. (2014, September 27). Neurodiversity: Some basic terms & definitions. [Web log].
Retrieved from https://neuroqueer.com/neurodiversity-terms-and-definitions/
Wong Alice, ed., (2018). Resistance and Hope: Essays by Disabled People. San Francisco: Disability Visibility
Project.
Readings on Blackness and Anti-blackness:
Dancy, T. E., Edwards, K. T., & Earl Davis, J. (2018). Historically White Universities and Plantation Politics: Anti-Blackness and Higher Education in the Black Lives Matter Era. Urban Education, 53(2), 176–195. https://doi.org/10.1177/0042085918754328
Dumas, M. J. (2016). Against the dark: Antiblackness in education policy and discourse. Theory into Practice, 55, 11-19.
Mustaffa, Jalil Bishop (2017) Mapping violence, naming life: a history of anti-Black oppression in the higher education system, International Journal of Qualitative Studies in Education, 30:8, 711-727, DOI: 10.1080/09518398.2017.1350299
Warren Chezare A., Coles Justin A. (2020) Trading Spaces: Antiblackness and Reflections on Black Education Futures. Equity & Excellence in Education 53:3, pages 382-398.
Wilder, C. S. (2013). Ebony & ivy: Race, slavery, and the troubled history of America’s Universities. New York, NY: Bloomsbury Press.
Readings on Indigeneity and Settler Colonialism:
Biermann, S., & Townsend-Cross, M. (2008). Indigenous Pedagogy as a Force for Change. The Australian Journal of Indigenous Education, 37(S1), 146-154. doi:10.1375/S132601110000048X
Grant, Barbara & McKinley, Elizabeth. (2011) Colouring the pedagogy of doctoral supervision: considering supervisor, student and knowledge through the lens of indigeneity, Innovations in Education and Teaching International, 48:4, 377-386, DOI: 10.1080/14703297.2011.617087
Harrison, N., & Atherton, G. (Eds.). (2021). Marginalised Communities in Higher Education: Disadvantage, Mobility and Indigeneity (1st ed.). Routledge. https://doi.org/10.4324/9780429293399
Le Grange L. (2004). Western science and indigenous knowledge: Competing perspectives or complementary frameworks? : Perspectives on higher education. South African Journal of Higher Education, 18(3), 82–91. https://doi.org/10.10520/EJC37104
Pidgeon, M. (2016). More Than a Checklist: Meaningful Indigenous Inclusion in Higher Education. Social Inclusion, 4(1), 77-91. doi:https://doi.org/10.17645/si.v4i1.436
Roberts, Leesha. (2020). Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century. 10.4018/978-1-7998-5557-6.
Sitnikova, Alexandra & Pimenova, Natalia & Filko, Antonina. (2018). Pedagogical approaches to teaching and adaptation of indigenous minority peoples of the North in higher educational institutions. Novosibirsk State
Pedagogical University Bulletin. 8. 26-45. 10.15293/2226-3365.1804.02.
Wane, N. N., & Todd, K. L. (2018). Decolonial pedagogy: Examining sites of resistance, resurgence, and renewal.
Palgrave Macmillan.
Wolfe, P. (2006). Settler colonialism and the elimination of the native. Journal of Genocide Research, 8, 387-409.
Readings on White Studies & Race:
Baszile, D. T. (2006). In this place where I don’t quite belong: Claiming the ontoepistemological in-between. In
Berry, T. R., Mizelle, N. D. (Eds.), (2006). From oppression to grace: Women of color and their dilemmas within the academy (pp. 195-208). Sterling, VA: Stylus.
Gillborn, D. (2005). “Education Policy as an Act of White Supremacy: Whiteness, Critical Race Theory and Education Reform.” Journal of Education Policy, 20 (4), 485–505
Johnson A., Joseph-Salisbury R. (2018) ‘Are You Supposed to Be in Here?’ Racial Microaggressions and Knowledge Production in Higher Education. In: Arday J., Mirza H. (eds) Dismantling Race in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-60261-5_8
Jones, S. R., & Abes, E. S. (2013). Identity development of college students: Advancing frameworks for multiple dimensions of identity. San Francisco, CA: Jossey-Bass.
Silva, D. F. D. (2007). Toward a global idea of race. Minneapolis: University of Minnesota Press.
Veracini, L. (2010). Settler colonialism: A theoretical overview. New York: Palgrave MacMillan.
Worthington, R. L., Navarro, R. L., Loewy, M., & Hart, J. (2008). Color-blind racial attitudes,
social dominance orientation, racial-ethnic group membership and college students’ perceptions of campus climate. Journal of Diversity in Higher Education, 1, 8–19. 10.1037/1938-8926.1.1.8
Readings on LGBTQ+ Students:
Garvey, J. C., & Rankin, S. R. (2015). The influence of campus experiences on the level of outness
among trans-spectrum and queer-spectrum students. Journal of Homosexuality, 62, 374–393. 10.1080/00918369.2014.977113
Miller, R. A. (2018). Toward Intersectional Identity Perspectives on Disability and LGBTQ Identities in Higher
Education. Journal of College Student Development, 59(3), 327–346.
Pryor, J. T. (2020). Queer Advocacy Leadership: A Queer Leadership Model
for Higher Education. Journal of Leadership Education, 19(1), 69–83. https://doi-org.libpublic3.library.isu.edu/10.12806/V19/I1/R2
Stegmeir, M. (2018). Escaping Stigma: School Support for LGBTQ Students. Journal of College
Admission, 241, 38–43.
Stewart, D. L., Renn, K. A., & Brazelton, G. B. (2015). Gender and sexual diversity in U.S.
higher education : contexts and opportunities for LGBTQ college students. Jossey-Bass.
Tavarez, J. (2020). “I can’t quite be myself”: Bisexual-specific minority stress within LGBTQ campus
spaces. Journal of Diversity in Higher Education. https://doi-org.libpublic3.library.isu.edu/10.1037/dhe0000280
Readings on Asian, Asian American, and Pacific Islanders:
Museus, S. D. (2009). “A Critical Analysis of the Exclusion of Asian American from Higher Edu-cation
Research and Discourse.” In L. Zhan (ed.), Asian American Voices: Engaging,Empowering, Enabling (pp. 59–76). New York: NLN Press.
Museus, S. D., & Kiang, P. N. (2009). Deconstructing the model minority myth and how it contributes to the invisible minority reality in higher education research. New Directions for Institutional Research, 2009(142), 5–15. https://doi-org.libpublic3.library.isu.edu/10.1002/ir.292
Osajima, K. (1995). “Racial Politics and the Invisibility of Asian Americans in Higher Education.”
Educational Foundations. 9(1), 35–53
Chicano/Hispanic/Latinu Resources:
Estrada, F., & Jimenez, P. (2018). Machismo and higher education: Examining the relation between
caballerismo and ethnic identity, support seeking, and sense of connectedness among college Latinos. Journal of Latinos & Education, 17(3), 215–224. https://doi-org.libpublic3.library.isu.edu/10.1080/15348431.2017.1319367
Garcia, N.M., Salinas Jr., C., & Cisneros, J. (Eds.). (2021). Studying Latinx/a/o Students in
Higher Education: A Critical Analysis of Concepts, Theory, and Methodologies (1st ed.). Routledge.
https://doi.org/10.4324/97810030085456
Solórzano, D. (1998). “Critical Race Theory, Race and Gender Microaggressions, and the Expe-rience of
Chicana and Chicano Scholars.” International Journal of Qualitative Studiesin Education, 11 (1),
121–136.
Urbina, M. G. (2015). Latino Access to Higher Education : Ethnic Realities and New Directions for the
Twenty-first Century. Charles C Thomas.