Teaching Resources

Student Diversity in Higher Education: Selected References

Resource Overview

The purpose of this reference list is to provide suggestions of helpful resources for learning about diversity among today’s university students. If you have suggestions for additions to this list, please contact The Center for Teaching and Learning.

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Eric Fournier

Eric Fournier

Director of Educational Development

314-935-5921

efournier@wustl.edu

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 Sociology28(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 Education15(4), 427-448.

Beemyn, B. G. (2005). Making campuses more inclusive of transgender students. Journal of Gay & Lesbian Issues in Education3(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 Bulletin42(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 Development49(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 Students6(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 Engineering17(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 Learning2014(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 careperception.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 Education59(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 Development57(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 Chair26(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 Educationhttp://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 Psychology20(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 Psychology102(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 Science26(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 Education84(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 Learning2014(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 Psychology107(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 Review46(2), 197-223.

Have suggestions?

If you have suggestions of resources we might add to these pages, please contact us:

teachcen@wustl.edu(314) 935-6810Mon - Fri, 8:30 a.m. - 5:00 p.m.