Diversity & Inclusion Resources

Drawing from mindfulness education and social justice teaching, this bookexplores an anti-oppressive pedagogy for university and college classrooms. Authentic classroom discussions about oppression and diversity can be difficult; a mindful approach allows students to explore their experiences with compassion and to engage in critical inquiry to confront their deeply held beliefs and value systems.

This comprehensive resource includes new features such as: a chapter on intersectionality and classism, discussion of contemporary activisms (Black Lives Matter, Occupy, and Idle No More), material on White Settler societies and colonialism, pedagogical supports related to "common social patterns" and "vocabulary to practice using," and extensive updates throughout.

Promoting Diversity and Social Justiceprovides theories, perspectives, and strategies that are useful for working with adults from privileged groups--those who are in a more powerful position in any given type of oppression. The thoroughly revised edition of this accessible and practical guide offers tools that allow educators to be more reflective and intentional in their work--helping them to consider who they're working with, what they're doing, why they're doing it and how to educate more effectively.

This book is available in print in the Paul Meek Library on the second floor and also in the Reserves section at the main service desk.

The focus of Social Justice Issues and Racism in the College Classroom is faculty and students of color at postsecondary institutions and the racial challenges they encounter in college classrooms. To achieve this aim, the book highlights the voices of various racial/ethnic groups of faculty and students, including international scholars.

For twenty years, Teaching for Diversity and Social Justicehas been the definitive sourcebook of theoretical foundations, pedagogical and design frameworks, and curricular models for social justice teaching practice. Thoroughly revised and updated, this third edition continues in the tradition of its predecessors to cover the most relevant issues and controversies in social justice education in a practical, hands-on format.

This book is for anyone who is challenged or troubled by the substantial disparities in college participation, persistence, and completion among racial and ethnic groups in the United States. As co-directors of the Center for Urban Education (CUE) at the University of Southern California, co-authors Alicia Dowd and Estela Bensimon draw on their experience conducting CUE's Equity Scorecard, a comprehensive action research process which has been implemented at over 40 colleges and universities in the United States.

In the United States, higher rates of African Americans, Hispanics, and Native Americans fail to graduate from high schools than Caucasians. Adams and Buffington-Adams identify persistent, institutional racism as the cause, and they stress the need for teachers to acknowledge the limitations of their own cultural lenses and to recognize the validity of others' views.

Raising Race Questions explores the opportunities and challenges that arise when white teachers are willing to deal directly with race and the role it plays in their classrooms.

When Sekani Moyenda, an African American elementary school teacher, accepted an invitation to speak at a graduate education class, neither the students nor Ann Berlak, their professor, could guess that her presentation would spark an outpouring of emotion and a reexamination of race from everyone involved. The "encounter" -- as it was called -- was an expression of Moyenda's anger at the institutionalized racism of our educational system, a system whose foundations are reinforced and whose assumptions about race are reproduced in the graduate school classroom.

Noting a lack of sustained and productive dialogue about race in university writing center scholarship, the editors of this volume have created a rich resource for writing center tutors, administrators, and scholars. Contributors address a series of related questions: How does institutionalized racism in American education shape the culture of literacy and language education? How does racism operate in the writing center, and how may writing centers be unwittingly complicit in racist practices? How can they meaningfully operationalize anti-racist work? How do they persevere through the difficulty and messiness of negotiating race and racism in their daily practice?

At it's core, racism is a powerful system that creates false hierarchies of human value. Racism intersects with class and culture and geography and even changes the way we see and value ourselves. In How to Be an Antiracist, Kendi takes readers through a widening circle of antiracist ideas--from the most basic concepts to visionary possibilities. Kendi weaves an electrifying combination of ethics, history, law, science, his own story of awakening to antiracism to create an essential work for anyone who wants to go beyond the awareness of racism to the next step: contributing to the formation of a just and equitable society.

In the diversity of their clients as well as their professional and student staff, writing centers present a complicated set of relationships that inevitably affect the instruction they offer.

More first-generation students are attending college than ever before, and policy makers agree that increasing their participation in higher education is a matter of priority. Despite this, there is no agreed definition about the term, few institutions can quantify how many first-generation students are enrolled, or mistakenly conflate them with low-income students, and many important dimensions to the first-generation student experience remain poorly documented.

Scholars examining how women and people of color advance in academia invariably cite mentorship as one of the most important factors in facilitating student and faculty success. Contributors to this volume underscore the importance of supporting one another, within and across differences, as critical to the development of a diverse professoriate.

Reflecting the very latest theory on diversity issues in science education, including new dialogic approaches, this volume explores the subject from a range of perspectives and draws on studies from around the world.

Women's Studies is a field that inspires strong reactions, both positive and negative, inside and outside of the classroom. The field, partly due to its activist origins, is often associated with liberal ideology and is therefore chided by students and others who identify as conservative. The goal of this book is to introduce conservative perspectives into the issues of gender, sexuality, race, and power that are topics of teaching and discussion in women's studies courses.

Though largely neglected in classrooms, LGBT history can provide a fuller understanding of U.S. history. This is the first book designed for university and high school teachers who want to integrate queer history into the curriculum. With its inspiring stories, classroom-tested advice, and rich information, it is a valuable resource for history as an all-inclusive story.

The new standard text on the topic, Universal Design introduces designers to the principles and practice of designing for all people. From the foundations of accessibility and aging to the practice of designing interiors, products, housing and transportation systems, all aspects of this growing field are explored.