Recent site activity

WikiPODia is Moving!‎ > ‎Topics‎ > ‎

Diversity in the Classroom

Topic Description or Overview
A concern many educators (and faculty developers) share is how to cultivate a classroom that is welcoming and attentive to the needs of all students.  And so the question of diversity in the classroom -- in terms of the different backgrounds of our students and faculty, as well as the subject matter we teach -- often comes up in our work.  The following are resources that may be of use to those seeking to learn more about how to cultivate inclusive pedagogical environments.


 

General Resources

Making Excellence Inclusive in STEM Classes: Stereotypes (by Destiny Aman, PSU)  http://www.psu.edu/dept/site/2011/12/making-excellence-inclusive-in-stem-classes-thoughts-from-inclusive-excellence-workshop-3.html

Teaching Inclusively: Resources for Course, Department & Institutional Change in Higher Education (edited by Matthew Ouellett):  http://www.amazon.com/Teaching-Inclusively-Department-Institutional-Development/dp/1581071132

Diversity and Motivation:  Culturally Responsive Teaching in College by Ginsberg & Wlodkowski http://www.amazon.com/Diversity-Motivation-Culturally-Responsive-Jossey-Bass/dp/0787996114/ref=sr_1_1?s=books&ie=UTF8&qid=1322845306&sr=1-1

Start Talking: A Handbook for Engaging Difficult Dialogues in Higher Education (edited by Kay Landis):
http://www.uaa.alaska.edu/cafe/difficultdialogues/handbook.cfm


Teaching a Diverse Student Body (UVA):
http://trc.virginia.edu/Publications/Diversity/Diversity.htm

Resources compiled at North Central College, Illinois:
http://jfmueller.faculty.noctrl.edu/ctl/teaching.htm#diverse

Diversity Resources (UGA):
http://www.ctl.uga.edu/teachingassistant/diversityresources

Peggy McIntosh’s “Unpacking the Invisible Knapsack” http://people.ucsc.edu/~marches/PDFs/White%20Privilege%20Unpacking%20the%20Invisible%20Knapsack,%20McIntosh.PDF

considering the differences between “equity” pedagogy and “equality” pedagogy: http://www.unco.edu/cebs/diversity/pdfs/Banks_Equity%20Pedagogy_An%20Essential%20Component%20of%20Multicultural%20Education.pdf

“Managing Hot Moments in the Classroom” by Lee Warren:
http://isites.harvard.edu/fs/html/icb.topic58474/hotmoments.html

Dr. William Smith’s work on “racial battle fatigue”: http://rci.rutgers.edu/~wocfac/WOC/resources/challenging_racial_battle_fatigue.pdf

Teaching Inclusively: Resources for Course, Department & Institutional Change in Higher Education (edited by Matthew Ouellett):  http://www.amazon.com/Teaching-Inclusively-Department-Institutional-Development/dp/1581071132


Universal Design for Learning:

http://www.udlcenter.org/aboutudl/udlguidelines .
 
http://www.indiana.edu/~iuadapts/

http://webaim.org/

 

 

The work of Claude Steele:

Whistling Vivaldi  http://www.amazon.com/Whistling-Vivaldi-Stereotypes-Affect-Issues/dp/0393339726/ref=sr_1_1?s=books&ie=UTF8&qid=1322846539&sr=1-1

"Thin Ice: Stereotype Threat and Black College Students": http://www.theatlantic.com/magazine/archive/1999/08/thin-ice-stereotype-threat-and-black-college-students/4663/


The work of Derald Wing Sue:

Overcoming Our Racism http://www.amazon.com/gp/product/0787967440/ref=ox_sc_act_title_1?ie=UTF8&m=ATVPDKIKX0DER

Microagressions in Everyday Life http://www.amazon.com/Microaggressions-Everyday-Life-Gender-Orientation/dp/047049140X/ref=sr_1_3?s=books&ie=UTF8&qid=1322845371&sr=1-3

Microaggressions and Marginality: Manifestation, Dynamics, and Impact http://www.amazon.com/Microaggressions-Marginality-Manifestation-Dynamics-Impact/dp/0470491396/ref=sr_1_6?s=books&ie=UTF8&qid=1322845371&sr=1-6

Anton Tolman: “One of the things I really like that Sue has described, and that I find it very helpful is his tripartite model used in human counseling — it emphasizes that all of us have three distinct levels of our selves:  the unique/individual level that includes our genetic heritage an personal issues, our group affiliations (aware of or not) and the universal level which is shared by all human beings.  Thinking of the interaction of these three dimensions can be very useful, I think, for both students and faculty.  Denial about the realities of discrimination and racism tend to emphasize mostly the universal elements (I don't see color, we are all just human beings, etc.) while ignoring or invalidating the other levels.”

 

Life on the Color Line by Gregory Williams http://www.amazon.com/Life-Color-Line-Story-Discovered/dp/0452275334/ref=sr_1_1?s=books&ie=UTF8&qid=1322845167&sr=1-1

from Ed Nuhfer: “Some of you know the author as the President of University of Cincinnati.  Williams begins as a white Caucasian in Virginia. By about age ten, he is homeless, his family disintegrates and he needs to move to Muncie Indiana to live with his father’s relatives . There, he discovers that his “Italian” father is actually an African American. He moves into a black neighborhood and experiences rejection by both races and both families and unbelievable poverty, abuse, abandonment, betrayal, incredible lack of love and support...the book is truly painful to read. As Anton noted, there is a blind eye toward racism, and it is fashionable to teach false stereotypes, sadly  even in college.  Williams’ book cuts through all of it, largely I think because he actually lived and identified as a member of two races, both at times at their worst.  Few have that perspective. I employed the book in my critical thinking course, and it has generated much very pertinent discussion. Some students are writing critical reviews of that book now. Most are Hispanics who report they learned a lot that they didn’t know about racism. Williams then came and spoke at our campus a few weeks ago. I highly recommend his book for students and faculty.

 

 

 



List of Contributors


List of Contributors

Comments