Equitable teaching provides needs-based support to ensure equitable learning opportunities. Rather than providing equal support to all learners, the equitable educator differentiates support based on the individual student. 

Inclusive teaching creates classrooms where all students can be valued for their abilities, backgrounds, experiences, and perspectives by incorporating diverse strategies and materials. 

Annotated Bibliography

•  Definitions of Inclusive Teaching compiled by Brown University

• Increasing Inclusivity in the Classroom: Greer, at Vanderbuilt’s CTL, addresses three questions: Why is inclusivity important? What does inclusivity look like? How shall we reduce stereotype threat? The piece also gives resources, located at Vanderbilt University, potentially useful in considering similar initiatives and practices at Pima.

• Strategies for Fostering Inclusion in the Classroom: This short, straightforward document lists in a focused yet non-disciplinary set of bullet points a series of practical strategies for promoting a habitable, growth-oriented, diverse classroom through questioning, reflection, and clear expectations. Bonus points for being CC-by! 

• Project Implicit - Harvard’s Project Implicit Bias project hosts two tests of note: Disability and Race. 

• Four Sentences Educators must Stop Saying About Students: What it says on the tin. Reframing common sayings about students from a deficit-model to one of growth mindset, specificity, ownership, inquiry, and cultural relevance.

• On “Person-First Language”: It’s Time to Actually Put the Person First: Related discussions about person-first language

The awesome folks in PimaOnline have compiled these resources on equitable teaching and learning in online, hybrid, and virtual courses. 

• Equitable Online Teaching Resources: A Google Doc consisting of online readings related to Equity, Access, and Inclusion in online learning.

• Equitable Online Teaching: This is a link to the Resource Google Doc's home in the PimaOnline division website.

Please see 10 In the Moment Responses by Dr. Chavella Pittman, and this OneHE discussion between the author and Niya Bond

Culturally Responsive Teaching is a decades-old teaching practice that encourages each learner to relate course content to their unique cultural context, and focuses on building the learning capacity of the student. There are two core components of a Culturally Responsive Practice: personal journey and student belonging. 

The personal journey is for the teacher, and entails accountability for one's personal perspectives, cultural lenses, biases, and assumptions. It is a continuous journey of reflection, growth, and curiosity. Student belonging comes about through actionable and intentional teaching methods that promote a sense of care, support, and value for learners and the cultures they represent. 

Annotated Bibliography

Available through the PCC library

Culturally responsive teaching : theory, research, and practice, by Dr. Geneva Gay

Dr. Gay is a key scholar in culturally responsive practices in higher education. Book summary: The achievement of students of colour continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include: expanded coverage of student ethnic groups; a new section on standards and diversity; new examples of culturally diverse curriculum content; more examples of programs and techniques that exemplify culturally responsive teaching; an emphasis on positive, action-driven possibilities in student-teacher relationships; and new material on culturally diverse communication.

Culturally Responsive Teaching Online and in Person : An Action Planner for Dynamic Equitable Learning Environments, by Budhai, Stephanie Smith, and Kristine S. Lewis Grant. An equitable, inclusive and practical application of culturally responsive teaching that transcends learning environments Educators in the 21st century are teaching diverse learners across a range of learning environments, while attending to critical issues related to equity, inclusion, and social justice.

For continued study:

Culturally Relevant Pedagogy: Asking a Different Question, by Gloria Ladson-Billings

This volume provides a definitive collection of Gloria Ladson-Billings's groundbreaking concept of Culturally Relevant Pedagogy (CRP)

Teaching Across Cultural Strengths: Chávez and Longerbeam make a pivotal impact on the ways culture plays out between and among students and teacher in postsecondary education. Its contribution to students of color and women’s learning is substantial, with clear application to these groups as well as others in all academic disciplines. In fact, by placing primary emphasis on culture, this book could bring about a movement to reform the relationship between student and teacher in higher education producing optimal learning in every field….Faculty in every academic discipline concerned about student learning and how it occurs through their teaching will find this book practical and insightful. (Florence M. Guido, Professor 2015-07-01)

Start Where You Are, but Don't Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today's Classrooms by H. Richard Milner IV & Gloria Ladson-Billings: encourages teachers to develop a culturally responsive framework for teaching

Anti-racist pedagogy is an term for pedagogies that focus on dismantling systemic racism in our classrooms and institutions. And at its heart understands that the methods & structures of learning we perpetuate, and not the students we teach, are the "problem" we need to fix in higher education. 

Annotated Bibliography

• Anti-racist Pedagogy: This guide, a joint effort of the USC Libraries and the Anti-Racist Pedagogy Organizing Committee, provides resources for developing anti-racist pedagogical strategies and syllabi. Use the tabs along the top to navigate to different categories of resources

• Anti-Racist Writing Ecologies: Asao Inoue is perhaps most famous for his revitalized Labor-based grading system and work in socially-just writing assessment. Throughout his work, he reinforces what our Pima data is telling us: our most vulnerable students are being left behind in our classes due and there are writing assessment practices we can put into place to change that. Check out this podcast on the above title to get started--or the materials from Inoue’s Feb 2020 TLC presentation.

• Radical Teacher: Anti Oppressive Composition Pedagogies: The November 2019 edition of Radical Teacher focuses, as you might imagine, on anti-oppressive comp pedagogy - but this humble WRT professor suggests it's a good read for all. “From the design and scaffolding of course content to the implementation of assignments, from prescriptive grammar to evaluations and assessments, oppressive structures such as white supremacy, ableism, queerphobia, sexism, and transphobia as well as their intersecting and multiplying effects are an inherent part of our composition classrooms. In this issue, we asked teachers to tell us their strategies for combating, refusing, undoing, and confronting these structural forces and the intimate ways they tangle our pens to paper.”

• Racism Interruptions: What to say when you hear something racist, a 1-pg chart

• Effective Teaching Is Anti-Racist Teaching: Here, we outline five key starting points of anti-racist classrooms, designed to magnify the transformative impact of education but also to mitigate the negative harm. Borrowing from Kendi’s (2019, p. 18) definition of anti-racist policy, we define “anti-racist teaching” as intentional syllabus design, class content, or pedagogy that creates or develops racial equity, with applications for face-to-face and remote/hybrid teaching environments. We also commit to incorporating these principles into our own practice, in our work to support teaching and learning at Brown. 

• We Want to Do More Than Survive: Abolitionist Teaching & the Pursuit of Educational Freedom by Bettina L. Love, which argues for the elimination (abolition) of beliefs, policies, and practices that cause harm to students.

• Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces by Detra Price-Dennis and Yolanda Sealey-Ruiz provide theoretical and practical entry points into a conversation about race in the digital age that aim to increase equity in schools

Decolonizing practices recognize US higher education is a colonial project and deconstruct colonial systems of knowledge production embedded in higher education, including redistribution of wealth, power, and land. 

Annotated Bibliography

• Decolonizing Leadership Practices Towards Equity and Justice at Hispanic-Serving Institutions (HSIs) and Emerging HSIs (eHSIs): “How do we move from ‘enrolling’ to ‘serving’ Raza students?” There are a lack of leadership frameworks specifically designed for those working at (e)HSIs; these authors argue a decolonizing framework toward that lack.

• Decolonization is not a Metaphor: This article resists the easy adoption of semantic adoption of diversity/decolonizing discourse that evades responsibility & complicity evacuates it from its necessarily unsettling (incommensurable) work. Exemplifying an “ethic of incommensurability” it then offers a three-category bibliography in “third world decolonizations,” “abolition,” and “critical pedagogies.” A good starting point for understanding the term decolonial. 

• Slavery is a Metaphor: This essay pushes back on the methodology of Eve Tuck and K. Wayne Yang’s “Decolonization is Not a Metaphor” to offer an alternative theory to slavery and settler colonialism: “While Tuck and Yang position settler colonial spatiality as structured by a settler-native-slave triad, we argue that their critique of metaphor entails the collapse of the triad into a settler-native dyad, the reduction of slavery to forced labour, and a division between the material and the symbolic that forecloses not only an analysis of slavery, but also the constitution of settler colonialism itself.”

• Colonized & Racist Indigenous Campus Tour (PDF): Robin Starr Minthorm (UNM) and Christine A Nelson (UD) explore “the macro-structural aspects of college campuses and environments to understand how higher education institutions have created, maintained, and justified hostile campus climates against Indigenous students.”

• Is Liberation a Viable Outcome for Students Who Attend College?: Dr. Gina Ann Garcia writes, “Here I ask, "Is liberation a viable outcome for students who attend college?" and more specifically, "Is liberation a viable outcome for minoritized students who attend college?" I argue that it is, and it should be valued in the same way that normative "academic outcomes" are valued by postsecondary educators and external influencers such as federal and state governments, policy advocates, professional associations, and accreditation boards”  

Strategies for supporting LGBTQ+ learners traditionally consider the development of safe spaces; advanced pedagogies and college practices center kinship and resilience.

• Supporting LGBTQ+ Students by Brown's Center for Teaching & Learning

• Your LGBTQ+ Students Need Allies. Here’s How to Support Them: 8 Ways Educators Can Make a Difference

• Resources for Understanding Gender Pronouns

• Trans* In College by Z Nicolazzo: PCC was fortunate to have UA's Dr. Nicolazzo speak on this topic during an April 2022 PCC keynote. Check out the whole book! 

• Trans* Studies in Higher Education Syllabus: If you want even more info about trans students & trans livelihoods, check out this syllabus by Dr. Nicolazzo

• Learning Student Names and Pronouns by Yale Poovu Center for Teaching & Learning: research behind name-usage and learning success along with strategies for learning student names.