Creating inclusive resources
This page looks at the impact of representation in resources.
Questions to consider as you review the resources on this page:
How are different groups represented in the examples and case studies given in classes?
The importance of being represented
“In mathematics... I do think some of the examples used are a bit insensitive. I got very annoyed recently when my statistics course notes used gender as an example of a binary statistic. It literally said ‘An example of statistics in this way could be gender because all participants in the survey are either male or female’. That’s so annoying” (Participant, group 1).
Formby, 2015.
"Female-authored readings are assigned less frequently by male and/or more senior course conveners"
Phull, K., Ciflikli, G. and Meibauer, G. (2019)
"Articles authored by women are systematically less central than articles authored by men".
Maliniak, D., Powers, R. and Walter, B.F. (2013)
This week I had a very interesting [...] lecture. The reading we had to complete for the lecture was based on several regions including [African region]. [...] i finally felt like i identified with my course because for the first time I felt like ‘my peoples’ work and contributions to the discipline were acknowledged and appreciated enough to be deemed valuable enough for us to spend 3 hours discussing bits and pieces.
This isn’t to say that this is the first time i’ve come across discussions of African countries in the context of [my course]. But previously those discussions seemed to be paired with the subtle snobbish assumption that our idea of [design] is only a result of poverty and lack of technology.
Quotation from a student in Engineering at the University of Sheffield (Taken from the DiCE project 2023)
