Teaching for Inclusion: Diversity in the College Classroom. (Center for Teaching and Learning, University of North Carolina at Chapel Hill.) This handbook provides college teachers with an easy-to-use source of ideas and teaching techniques to help create an inclusive classroom atmosphere, with information on syllabus development, class assignments, profiles of different “minority” groups and diversity issues for the instructor to consider.
This diversity across the curriculum website provides instructors with links to course materials that promote inclusion, as well as links to resources designed to develop awareness about diversity issues across the curriculum.
Psychologists at Harvard, the University of Virginia and the University of Washington created "Project Implicit" to develop Hidden Bias Tests — called Implicit Association Tests, or IATs, in the academic world — to measure unconscious bias. Take a test at Project Implicit's website and see what may be lingering in your psyche.
The Gay, Lesbian and Straight Education Network strives to assure that each member of every school community is valued and respected regardless of sexual orientation or gender identity/expression. This web site has a very wide array of information on school climate, policy, and tools with which to develop curricula.
This site provides a wealth of information on professional development, research and resources on diversity, multiculturalism, and cultural competence. There are handouts, links to publications, projects, and a list of most helpful resources and tips on developing inclusive curricula.
The Critical Multicultural Pavilion provides an amazing array of information and links designed to help educators become more informed and active in rethinking schools and developing transformative curricula.
Provides a wealth of information on national and international social justice issues, classroom politics and policies, and links to resources on social justice curriculum, lesson plans, activities, and research reports.
The Education for Liberation Network is a national coalition of teachers, community activists, youth, researchers and parents who believe a good education should teach people—particularly low-income youth and youth of color—to understand and challenge the injustices their communities face. The site includes links to several resources and includes and an online “laboratory” for finding, discussing and developing social justice teaching materials.
The Facing History and Ourselves website offers an extensive on-line library with lessons that offer students an opportunity to actively participate in learning the history of social justice through the response to injustice. Includes a wealth of downloadable curricula and resources for educators.
This curriculum guide was developed in order to contribute to the ongoing efforts by young people and their adult allies to analyze the root causes of youth violence and to create local solutions. It includes curricular resources for understanding oppression, youth activism, research and organizing.
Powerpoint presentation “Incorporating Social Justice into Transformative Multicultural Education. Kyaien O. Conner, MSW, LSW Latika Davis-Jones, MSW Jonathan B. Singer, LCSW University of Pittsburgh. Authors introduce the theory of transformative learning and the Stances of Cross-Cultural Learning and provide several adaptable classroom activities that promote cross-cultural learning and social justice.
This resource helps educators integrate issues of social and economic justice into their math classes and provides a huge array of lesson plans, data sets, maps, books and other helpful educational resources.
This is a link to list of lesson plans on how to incorporate social justice issues into the teaching of math.
Provides information on gender equity issues at all levels of education, includes links to information, projects, and several reports designed to enable understanding of the issues and develop strategic responses. Of particular interest is “Why So Few?” an in-depth research report that profiles eight key research findings that point to environmental and social barriers that continue to block women’s participation and progress in science, technology, engineering and math.
This report attends to the question of how we might educate girls to become tech-savvy women and to the changes in computer culture that are needed to improve its image, repair its deficits, and make it more appealing to girls and women. Goals, for example, need to be re-examined. It is not simply a matter of getting more girls into computer science classes but a commitment to lifelong technology learning, with all that that implies: an ability to adapt to rapid changes, interpret critically the wealth of electronic information, experiment without fear, and assume a variety of roles beyond those of end user or consumer. In the classroom, they recommend technology be infused across the curriculum to support better learning for all students in a variety of subject areas.
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Brown-Glaude, W. (2009). Doing Diversity in Higher Education: Faculty Leaders Share Challenges and Strategies. (Rutgers University Press).
The book is based on case studies from 12 universities and examines the strategies of faculty “change agents” working to encourage diversity on their campuses. Among the universities represented are Columbia University, Spelman College and Smith College, as well as several state universities. Faculty teams selected examples of diversity efforts from their campuses for the study.
Bystydzienski, J. & Bird, S. (Eds.), (2006). Removing Barriers: Women in Academic Science, Technology, Engineering, and Mathematics. (Bloomington: Indiana University Press).
This collection reviews contemporary barriers for women in STEM careers and discusses strategies for solving problems by examining the possible reasons behind the ongoing barriers faced by women and minorities. The volume includes positive examples of how departments can remedy the situation by documenting how they have been transformed through the inclusion of women. It recommends a set of best practices for continued improvement in the removal of barriers and continued growth in positive directions.
Etzkowitz, H., Kemelgor, C., & Uzzi, B. (Eds.), (2000). Athena Unbound: The Advancement of Women in Science and Technology. (Cambridge: Cambridge University Press).
This book is an in-depth inquiry into why there are so few women scientists. More girls and young women study science than ever before, resulting in a notable increase in the number of women science graduate students, yet, compared to their male colleagues, few go on to achieve professional success. They detail numerous interviews with women and men to determine the difference in their academic and professional experiences. Authors identify some subtle and insidious factors that contribute to women scientists' marginalization. They compare and contrast the status of women scientists in different countries, characterize both exclusionary and supportive forms of networking, and offer future recommendations.
Gutstein, G. and Peterson, B. (2006) Rethinking Mathematics: Teaching Social Justice by the Numbers. (New York: Routledge).
This collection of more than 30 articles shows teachers how to weave social-justice principles throughout the math curriculum, and how to integrate social-justice math into other curricular areas as well.
Margolis, J. and A. Fisher. (Eds), (2002). Unlocking the Clubhouse: Women in Computing. (Cambridge, MA: Cambridge University Press).
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Author: edited by J.Q. Adams
Title: Multicultural Education: Strategies for Implementation in Colleges and Universities
Call #: LC1099 .M858 1991; LC1099 .M858 1991
Description: Book; Focuses on multicultural education in higher level education
Author: Sharmistha Basu-Dutt
Title: Making Chemistry Relevant [electronic resource]: Strategies for Including All Students in a Learner-Sensitive Classroom Environment
Call #: QD40 .M35 2010a
Description: eBook; Focuses on teaching chemistry to diverse students
Author: Joy R. Cowdery
Title: Building on Student Diversity: Profiles and Activities
Call #: LC1099.3 .B84 2007
Description: Book, focuses on multicultural education
Author: Mary Dilg; foreword by James A. Banks
Title: Race and Culture in the Classroom: Teaching and Learning Through Multicultural Education
Call #: LC1099.3 .D55 1999
Description: Book, teaching students from different races
Author: Mary Dilg ; foreword by Vivian Gussin Paley
Title: Thriving in the Multicultural Classroom: Principles and Practices for Effective Teaching
Call #: LC1099.3 .D56 2003
Description: Book, Focuses on multicultural education
Author: Elizabeth Fennema, Gilah C. Leder
Title: Mathematics and Gender
Call #: QA27.5 .M381990
Description: Book; Teaching math to different genders
Author: Carl A. Grant, Christine E. Sleeter
Title: Turning on Learning: Five Approaches for Multicultural Teaching Plans for Race, Class, Gender, and Disability
Call #: LC1099.3 .G73 1998
Description: Book; Multicultural education
Author: Abigail Norfleet James
Title: Teaching the Female Brain: How Girls Learn Math and Science
Call #: QA11.2 .J36 2009
Description: Book, Focuses on how to teach girls math and science
Author: Mary Lebreck Kelley, Virginia Macken Fitzsimons
Title: Understanding Cultural Diversity: Culture, Curriculum, and Community in Nursing
Call #: R737 .U55 2000
Description: Book, Helping nurses understand diversity
Author: Sherry Lee Linkon
Title: Teaching Working Class
Call #: LC5051 .L494 1999
Description: Book; Focuses on teaching students from a lower SES
Author: Mark Perry
Title: Walking the Color Line: The art and Practice of Anti-Racist Teaching
Call #: LC192.2 .P47 2000
Description: Book, Focuses on teaching students from different races
Author: William D. Rohwer, Jr., Carol Pickard Rohwer, John R. B-Howe
Title: Educational Psychology, Teaching for Student Diversity
Call #: LB1051 .R6364
Description: Book, Diversity while teaching Psychology
Author: Mary W. Schmidt, Nancy E. Harriman
Title: Teaching Strategies for Inclusive Classrooms: Schools, Students, Strategies, and Success
Call #: LC1201 .S35 1998
Description: Book, Focuses on helping teachers understand the diversity of teaching students with various abilities/disabilities
Author: Christine Skelton, Becky Francis and Lisa Smulyan
Title: The Sage Handbook of Gender and Education
Call #: LC212.9 .S24 2006
Description: Book, Focuses on education of different genders
Author: Pamela L. Tiedt, Iris M. Tiedt
Title: Multicultural Teaching: A Handbook of Activities, Information, and Resources
Call #: LC1099.3 .T541995
Description: Book; Focuses on multicultural education
Author: Chris Wildermuth & Susan Gray
Title: Diversity Training
Call #: HF5549.5.M5 W545 2005
Description: Book and CD Rom; Focuses on diversity in the workplace
Author: W. Paul Vogt
Title: Tolerance & Education: Learning to Live with Diversity and Difference
Call #: LC1099.3 .V64 1997
Description: Book; Focuses on multicultural education