Student Diversity in Higher Education: Selected References

Albertine, S. (2015). Gender equity in higher education: Calling for equitable, integrative, and intergenerational leadership. Diversity & Democracy, 18(2), 8-11

Aries, E., & Seider, M. (2005). The interactive relationship between class identity and the college experience: The case of lower-income students. Qualitative Sociology, 28(4), 419-443.

Banaji, M. R., & Greenwald, A. G. (2013). Blindspot: Hidden biases of good people. Delacorte Press.

Beasley, M. A., & Fischer, M. J. (2012). Why they leave: The impact of stereotype threat on the attrition of women and minorities from science, math and engineering majors.  Social Psychology of Education, 15(4), 427-448.

Beemyn, B. G. (2005). Making campuses more inclusive of transgender students. Journal of Gay & Lesbian Issues in Education, 3(1), 77-87.

Bierwert, C. (2002). Making accommodations for students with disabilities: A guide for faculty and graduate student instructors. CRTL Occasional Papers, 17.

Bowen, W. G., & Bok, D. (1998).  The shape of the river: Long-term consequences of considering race in college and university admissions. Ewing, NJ: Princeton University Press.

Browman, A. S., & Destin, M. (2016). The effects of a warm or chilly climate toward socioeconomic diversity on academic motivation and self-concept. Personality and Social Psychology Bulletin, 42(2), 172-187.

Chesler, M. (1997). Perceptions of faculty behavior by students of color. CRTL Occasional Papers, 7.

Cole, D., & Espinoza, A. (2008). Examining the academic success of Latino students in science technology engineering and mathematics (STEM) majors. Journal of College Student Development, 49(4), 285-300.

Davis, J. (2010). The first-generation student experience: Implications for campus practice, and strategies for improving persistence and success. Sterling, VA: Stylus.

Diggles, K. (2014). Addressing racial awareness and color‐blindness in higher education. New Directions for Teaching and Learning, 140, 31-44.

Dweck. C. (2006). Mindset: The New Psychology of Success. NY: Ballantine.

Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24(6), 645-662.

Galina, B. (2016). Class, race, and the first-generation student label. Vanderbilt University Center for Teaching. Retrieved from https://cft.vanderbilt.edu/2016/03/class-race-and-the-first-generation-student-label/

Galina, B. (2016). Teaching first-generation college students. Vanderbilt University Center for Teaching. Retrieved from https://cft.vanderbilt.edu/teaching-first-generation-college-students/

Geary, D. (2016). How do we get people to interact? International students and the American experience. Journal of International Students, 6(2), 527.

George-Jackson, C. E. (2011). STEM switching: Examining departures of undergraduate women in STEM fields. Journal of Women and Minorities in Science and Engineering, 17(2).

Godsil, R. D., Tropp, L. R., Goff, P. A., & Powell, J. A. (2014). Addressing implicit bias, racial anxiety, and stereotype threat in education and health care. The Science of Equality, Volume 1. Retrieved from http://perception.org/app/uploads/2014/11/Science-of-Equality-111214_web.pdf

Hadley, W. M. (2011). College students with disabilities: A student development perspective. New Directions for Higher Education, 154, 77-81.

Hao, R. N. (2011). Critical compassionate pedagogy and the teacher’s role in first‐generation student success. New Directions for Teaching and Learning, (127), 91-98.

Hufford, D. (2014). Presence in the classroom. New Directions for Teaching and Learning, 2014(140), 11-21.

Kanagala, V. (2016). A framework for understanding Latino/a cultural wealth. Diversity & Democracy, 19(1), 18-19.

Kardia, D. and M. Wright. Instructor identity: The impact of gender and race on faculty experiences with teaching. University of Michigan. Center for Research on Learning and Teaching. Occasional Papers, 19. www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no19.pdf 

Kiyama, J. M., Museus, S. D., & Vega, B. E. (2015). Cultivating campus environments to maximize success among Latino and Latina college students. New Directions for Higher Education,172, 29-38.

Kram, Z., & Jodice, N. (2016). Invisible on campus: An introduction to the past, present and future of black oppression at Wash. U. Student Life. Retrieved from http://www.studlife.com/news/2016/02/15/invisible-on-campus/.

Lin, S. Y., & Day Scherz, S. (2014). Challenges facing Asian international graduate students in the US: Pedagogical considerations in higher education. Journal of International Students, 4(1).

Mack, K., & Soto, M. (2015). Women in computing: The imperative of critical pedagogical reform. Diversity & Democracy, 18(2), 8-11.

McNair, T.(2015). Five principles for enacting equity by design. Diversity & Democracy, 19(1),8-11.

Minikel-Lacocque, J. (2013). Racism, college, and the power of words: Racial microaggressions reconsidered. American Educational Research Journal, 50(3):432-465.

A new guide on increasing inclusivity in the classroom. Vanderbilt University. Center for Teaching. cft.vanderbilt.edu/2014/11/a-new-guide-on-increasing-inclusivity-in-the-classroom/

Patel, E. (2015). In promoting campus diversity, don’t dismiss religion. http://www.chronicle.com/article/In-Promoting-Campus-Diversity/228427/

Patel, E. (2016).  Colleges should be nurturing interfaith leaders. http://www.chronicle.com/article/Colleges-Should-Be-Nurturing/236752

Patel, E., Baxter, K. B., and Silverman, N.  (2015).  Leadership practices for interfaith excellence in higher education. https://www.aacu.org/liberaleducation/2015/winter-spring/patel

Perception Institute. (2014). The science of equality, volume 1: Addressing implicit bias, racial anxiety and stereotype threat in education and health care. perception.org/uncategorized/perception-institute-releases-the-science-of-equality/

Project Implicit. Harvard University.

Porter, B. (2016). Developing an intersectional framework for racially inclusive LGBTQ programing. Diversity & Democracy, 19(1), 28-29.

Quaye, S. J., & Harper, S. R. (2014). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. New York/London: Routledge.

Rocca, K. A. (2010). Student participation in the college classroom: An extended multidisciplinary literature review. Communication Education, 59(2), 185-213.

Samura, M. (2016). Remaking selves, repositioning selves, or remaking space: An examination of Asian-American college students’ processes of” belonging.” Journal of College Student Development, 57(2), 135-150.

Sandler, B. R., Silverberg, L. A., & Hall, R. M. (1996). The chilly classroom climate: A guide to improve the education of women. Washington, DC: National Association for Women in Education.

Sanyal, N., Ward, K., & Becerra, L. M. (2016). Culturally competent mentoring: The chair’s role toward a culturally responsive culture in support of American Indian and Native Alaskan students. The Department Chair, 26(3), 24-26.

Sax, L. J. (2008). The gender gap in college: Maximizing the developmental potential of women and men. San Francisco, CA: Jossey-Bass.

Schmalz, J. (2015). “Ask Me”: What LGBTQ students want their professors to know: Transgender and gender-nonbinary students share what keeps them from feeling safe and thriving on campus. The Chronicle of Higher Education. http://chronicle.com/article/Ask-Me-What-LGBTQ-Students/232797

Smith, J. L., Cech, E., Metz, A., Huntoon, M., & Moyer, C. (2014). Giving back or giving up: Native American student experiences in science and engineering. Cultural Diversity and Ethnic Minority Psychology, 20(3), 413.

Steele, C. (2010). Whistling Vivaldi: How stereotypes affect us and what we can do. New York: Norton.

Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2012). Unseen disadvantage: how American universities’ focus on independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102(6), 1178.

Stephens, N. M., Townsend, S. S., Hamedani, M. G., Destin, M., & Manzo, V. (2015). A difference-education intervention equips first-generation college students to thrive in the face of stressful college situations. Psychological Science, 26(10), 1556-1566.

Tatum, B. D. (2003).” Why are all the Black kids sitting together in the cafeteria?”: And other conversations about race. New York: Basic Books.

Tatum, H. E., Schwartz, B. M., Schimmoeller, P. A., & Perry, N. (2013). Classroom participation and student-faculty interactions: Does gender matter? The Journal of Higher Education, 84(6), 745-768.

Vacchi, D. (2016). Creating a welcoming environment for veterans in higher education. Diversity & Democracy, 19(1), 22-23.

Warren, L. (2002). Class in the classroom.

Walker, A. (2014). Identity, status, and culture: Examining barriers of success for students from low socioeconomic backgrounds. New Directions for Teaching and Learning, 2014(140), 23-30.

Walton, G. M., Logel, C., Peach, J. M., Spencer, S. J., & Zanna, M. P. (2015). Two brief interventions to mitigate a “chilly climate” transform women’s experience, relationships, and achievement in engineering. Journal of Educational Psychology, 107(2), 468-485.

Welton, A. D., & Martinez, M. A. (2014). Coloring the college pathway: A more culturally responsive approach to college readiness and access for students of color in secondary schools. The Urban Review, 46(2), 197-223.