2g: Embracing Diversity in Your Classroom
In this module, faculty examine how their own experiences have shaped their perspectives and the importance of valuing different viewpoints. In addition, faculty learn about the power of explicit and implicit messages (microaggressions, stereotype threat) and how to create an inclusive classroom environment, as well as a curriculum, that is representative of diverse student perspectives.
To satisfy the module requirements, faculty must apply at least one technique, such as assessing and revising their curriculum to represent a diverse society or writing ground rules for productive discourse in the classroom.
This module is one of seven modules under ACUE’s unit on Establishing a Productive Learning Environment.
Advising Subject Matter Expert(s)
Banaji, M. R., & Greenwald, A. G. (2013). Blindspot: Hidden biases of good people. New York, NY: Delacorte Press.
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San Francisco, CA: Jossey-Bass.
Brookfield, S. D. (n.d.). Class participation grading rubric. Retrieved from http://static1.squarespace.com/static/5738a0ccd51cd47f81977fe8/t/5750efcff8baf39256b2fe71/1464922064319/Class_Participation_Grading_Rubric.pdf
Brookfield, S. D. (n.d.). Discussion as a way of teaching: Workshop resource packet. Retrieved from http://static1.squarespace.com/static/5738a0ccd51cd47f81977fe8/t/5750ef4862cd947608165d85/1464921939855/Discussion_as_a_Way_of_Teaching_Packet.pdf
Chase, B., Germundsen, R., Cady Brownstein, J., & Schaak Distad, L. (2001). Making the connection between increased student learning and reflective practice. Educational Horizons, 79, 143–147.
Dee, T., John, J., Baker, R., & Evans, B. (2018). Bias in online classes: Evidence from a Field Experiment. (CEPA Working Paper No. 18–03) (p. 46). Stanford, CA: Stanford Center for Educational Policy Analysis. Retrieved from http://cepa.stanford.edu/content/bias-online-classes-evidence-field-experiment
Guidelines for Achieving Bias-Free Communication https://www.adl.org/education/resources/tools-and-strategies/guidelines-for-achieving-bias-free-communication
Holoien, D. S., & Shelton, J. N. (2012). You deplete me: The cognitive costs of colorblindness on ethnic minorities. Journal of Experimental Social Psychology, 48, 562–565.
Kim, Y. M. (2011). Minorities in higher education: Twenty-fourth status report 2011 supplement. Washington, DC: American Council on Education.
Mayhew, M. J., Grunwald, H. E., & Dey, E. L. (2011). Curriculum matters: Creating a positive climate for diversity from the student perspective. In S. R. Harper & S. Hurtado (Eds.), Racial and ethnic diversity in higher education (3rd ed., pp. 515–529). Boston, MA: Pearson Learning Solutions.
Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (2012). Science faculty’s subtle gender biases favor male students. Proceedings of the National Academy of Sciences, 109(41), 16474–16479.
Nelson Laird, T. F. (2014). Reconsidering the inclusion of diversity in the curriculum. Diversity and Democracy, 17(4), 12–14.
Nilson, L. B., & Goodson, L. A. (2018). Online teaching at its best: Merging instructional design with teaching and learning research. San Francisco, CA: John Wiley & Sons.
Reeves, A. (2015). Colored by race: Bias in the evaluation of candidates of color by law firm hiring committees (p. 15). Chicago: Nextions. Retrieved from https://nextions.com/portfolio-posts/colored-by-race-yellow-paper-series/
Solórzano, D., Ceja, M., & Yosso, T. (2011). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. In S. R. Harper & S. Hurtado (Eds.), Racial and ethnic diversity in higher education (3rd ed., pp. 438–456). Boston, MA: Pearson Learning Solutions.
Stavredes, T. (2011). Effective online teaching: foundations and strategies for student success. San Francisco, CA: Jossey-Bass.
Steele, C. M. (1999, August). Thin ice: Stereotype threat and black college students. The Atlantic. Retrieved from http://www.theatlantic.com/magazine/archive/1999/08/thin-ice-stereotype-threat-and-black-college-students/304663/
Steele, C. M. (2013, April 18). Stereotype threat: How it affects us and what we can do about it [Video file]. Retrieved from http://www.cornell.edu/video/claude-steele-explains-impact-of-stereotype-threat-on-achievement
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797–811.
Stroessner, S., & Good, C. (n.d.). What can be done to reduce stereotype threat? Retrieved from http://www.reducingstereotypethreat.org/reduce.html
Sue, D. W. (2010, October 5). Racial microaggressions in everyday life: Is subtle bias harmless? [Blog post]. Psychology Today. Retrieved from https://www.psychologytoday.com/blog/microaggressions-in-everyday-life/201010/racial-microaggressions-in-everyday-life
Tapia, R., & Johnson, C. (2011). Minority students in science and math: What universities still do not understand about race in America. In S. R. Harper & S. Hurtado (Eds.), Racial and ethnic diversity in higher education (3rd ed., pp. 484–491). Boston, MA: Pearson Learning Solutions.
Tatum, B. D. (2011). Talking about race, learning about racism: The application of racial identity development theory in the classroom. In S. R. Harper & S. Hurtado (Eds.), Racial and ethnic diversity in higher education (3rd ed., pp. 438–456). Boston, MA: Pearson Learning Solutions.
University of Michigan, Center for Research on Learning & Teaching [CRLTeach]. (2014, February 26). Eric Mazur, Harvard University. Peer instruction [Video file]. Retrieved from https://www.youtube.com/watch?v=8UJRNRdgyvE
U.S. Department of Education, National Center for Education Statistics. (2015). Fast facts: Students with disabilities. Retrieved from http://nces.ed.gov/programs/digest/d13/ch_3.asp
Warren, L. (n.d). Managing hot moments in the classroom. Retrieved from https://www2.humboldt.edu/diversity/sites/default/files/Managing_Hot_Moments_in_the_Classroom-Harvard_University.pdf