Resources for Supporting the Diversity and Identity Experience

Making Excellence Inclusive is AAC&U’s guiding principle for access, student success, and high-quality learning. It is designed to help colleges and universities integrate diversity, equity, and educational quality efforts into their missions and institutional operations. Includes:

•  Toward a Model of Inclusive Excellence and Change in Postsecondary Institutions
•  Making Diversity Work on Campus: A Research-Based Perspective
•  Committing to Equity and Inclusive Excellence

From USC CUE, tools are organized into four phases, they naturally support a race-focused continuous improvement process: inquiring and observing, experimenting with changes, evaluating progress, and learning.

Goldbach, J. (2020). Diversity Toolkit: A Guide to Discussing Identity, Power and Privilege; from USC School of Social Work. This toolkit is meant for anyone who feels there is a lack of productive discourse around issues of diversity and the role of identity in social relationships, both on a micro (individual) and macro (communal) level.

Schneider, CE & Maimon, EP. (2020). In the Wake of the Pandemic:  A Redesign Toolkit for Educators, includes: Quality, Equity and Post-Triage Planning, A Rubric You Can Use For Program Evaluation and Review, Questions to Ask About Quality Equity Priorities: Institutional, General Education, Departmental.

Association of American Colleges and Universities (AAC&U) : What will the next generation of work on inclusion
and excellence look like? How will both our thinking and our actions need to shift? Who will
need to be involved? How will we know we are accomplishing our goals?

Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization

Green, N. A. S. (2016). The re-education of Neisha-Anne S Green: A close look at the damaging effect of" A Standard Approach", the benefits of codemeshing, and the role allies play in this work. Praxis: A Writing Center Journal.

Yosso, T. J. (2013). Critical race counterstories along the Chicana/Chicano educational pipeline. Routledge.

Hammond, Z. L. (L. (2014). Culturally responsive teaching and the brain : promoting authentic engagement and rigor among culturally and linguistically diverse students

McNair, T. B., Bensimon, E. M., & Malcom-Piqueux, L. E. (2020) A practical guide from AAC&U for achieving equitable outcomes; offers practical guidance on the design and application of campus change strategies for achieving equitable outcomes.

Runyowa, S. (2015). Microaggressions matter. The Atlantic. "They may not always be ill-intentioned, but the slights illuminate deeper problems in America."

Sefa, GJ. & McDermott, DM. (2014).This collection of essays invites readers to think through: How does anti-racism education centre race as an analytic and simultaneously work with multiple sites of oppression, without reifying hierarchies of difference? How can anti-racism education be engaged to speak to historical questions of power and privilege, within conventional schooling practices? How do we recognize anti-racism education in its many iterations?

Gannon, K.M. (2020). Radical Hope: A Teaching Manifesto. Morgantown: West Virginia University Press.

Quaye, S. J., & Harper, S. R. (2015). In the fully revised and updated edition, editors and chapter contributors explore how diverse populations of students experience college differently and encounter group-specific barriers to success.

Bolton, P., Smith, C., & Bebout, L. (Eds.). (2019). Teaching with Tension is a collection of seventeen original essays that address the extent to which attitudes about race, impacted by the current political moment in the United States, have produced pedagogical challenges for professors in the humanities.

Whiteness and Education publishes outstanding and original manuscripts that advance critical understandings of the construction and deployment of Whiteness in educational contexts. This includes, but is not limited to, critical discussions of White racism, White identity, privilege, power and intersectionality.

Tara J. Yosso * (2005) Whose culture has capital? A critical race theory discussion of community cultural wealth, Race Ethnicity and Education, 8:1, 69-91, DOI: 10.1080/1361332052000341006