News & Resources
Resources from E3 presentations
Additional Resources
Professional Development
UNC Charlotte DEI Toolkit- A collection of resources aimed at supporting members of the university community in ongoing development.
Identiversity, The name says it all – we’re going to school on identity! Identiversity covers LGBTQ+ terms and topics you’ve heard about but don’t necessarily understand. We've assembled the latest information from leading experts. Now you can get your answers on sexual and gender identities in one place.
Handbook for Facilitating Difficult Conversations in the Classroom
How to be Culturally Sensitive - Created by Kim Turner
Building Your Inclusivity Response ToolBox - Created by Kim Turner/ Dean Christine Davis
When Tragedy or Controversy Overcomes Campus, How Can Faculty Respond? - Created by the Center for Teaching and Learning
How Faculty Can Help Following Critical Incident - Created by Counseling and Psychological Services
Equity minded faculty workloads: What we can and should do now. Created by the American Council on Education (ACE).
Resources for Educators Focusing on Anti-Racist Learning and Teaching. Created by the Early Childhood Education Assembly
Books/Articles/Reports
"Faculty workload inequities have important consequences for faculty diversity and inclusion. On average, women faculty spend more time engaging in service, teaching, and mentoring, while men, on average, spend more time on research, with women of color facing particularly high workload burdens. We explore how faculty members perceive workload in their departments, identifying mechanisms that can help shape their perceptions of greater equity and fairness."
"This book examines how white women teacher dispositions (i.e. knowledge, beliefs, and skills) intersect (and/or interact) with their racial identity development, the concept of whiteness, institutional racism, and cultural perspectives of racial difference. All of which, as the authors in this volume argue, matter for nurturing a teaching practice that leads to more equitable schooling outcomes for youth of color."
"It is evident that many Black women teachers (BWTs) are leaving the teaching profession due to mental and emotional health, professional and collegial relationships, as well as curricular and school culture. In this article, we use the story of Alicia to explore the instructional, professional, and emotional stress that many Black women teachers endure. We also provide highlight theoretical constructs and practical applications that can impact BWTs. In addition, we examine approaches that engage the retention of Black women teachers through a process of personal and professional support systems."
Miller, E. & Lensmire, T. (2021). Mammies, brute negroes, and white femininity in teacher education.
"We examine two stories about white femininity. The first, written by Danielle, was an assignment in a pre-service teacher education course. The second story is of the fictional Lily—the main character of an internationally best-selling novel. In our analyses, we pay special attention to how enduring racist images and caricatures of black people function in the complex social construction of white femininity. We conclude that teacher education efforts in the United States are undermined by the workings and power of enduring racist stereotypes in the thinking, feeling, and action of white teachers."
Miller, R. A., Dika, S. L., Nguyen, D. J., Woodford, M., & Renn, K. A. (2021). LGBTQ+ college students with disabilities: Demographic profile and perceptions of well-being. Journal of LGBT Youth.
"We analyze survey data from 140 LGBTQ + college students with disabilities in the United States and provide demographics as well as exploration of indicators of well-being, including campus climate. Findings detail how students use multiple terms to describe their sexual and gender identities, report low use of accommodations, assess their physical health positively but also report concerning mental health symptoms, and experience more environmental than interpersonal microaggressions."
Miller, R. A., & Smith, A. C. (2020). Microaggressions experienced by LGBTQ students with disabilities. Journal of Student Affairs Research and Practice.
"While research on microaggressions has exploded... little work has considered the experiences of LGBTQ students with disabilities. We compared microaggressions reported by 25 LGBTQ students with disabilities to existing taxonomies, revealing 126 disability microaggressions and 53 LGBTQ microaggressions. Microaggressions not corresponding to taxonomies were grouped into eight categories. Participants noted identity management issues that influenced their experience of microaggressions."
This report uses a statewide data set to examine over 30 indicators of educational access/opportunity and achievement outcomes. Analysis focused on determining if race/ethnicity made unique, significant contributions to disparities in access/outcomes after controlling for other relevant factors amongst the six US Census designated racial/ethnic groups attending NC public schools. Results indicate that, with few exceptions, systemic barriers to access and opportunity feed educational disadvantages for non-Asian student groups of color across every tangible measure. This report is targeted at all educational stakeholders, but particularly those interested in producing equity-centered, “data-driven” policy reform.
Conferences
#NAME2021 Conference - National Association for Multicultural Education
18th Annual Diversity & Leadership Conference (Virtual) 2022
Please contact Dr. Lucy Arnold, lperkins@charlotte.edu if you have any questions regarding content on this page. Thank you.