Inclusive Classrooms: DEI in the Disciplines

Tuitt, F. (2012). Black Like Me: Graduate Students’ Perceptions of their Pedagogical Experiences in Classes Taught by Black Faculty in a Predominantly White Institution. Journal of Black Studies, 43(2), 186–206. http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib,ip&db=25h&AN=71456764&site=ehost-live&custid=s8875136

Gee & Wood (2018). A Collaborative Dialogue on the N-Word in a University Classroom. Transformations: The Journal of Inclusive Scholarship & Pedagogy, 28(2), 210–228. https://search.ebscohost.com/login.aspx?direct=true&authtype=shib,ip&custid=s8875136&db=eft&AN=136568709&site=ehost-live

Cervantes, M. (2015). Culturally Relevant Performance Pedagogies: Exploring the Value of AfroLatina/o Music Performance Projects at a Hispanic-Serving Institution. Association of Mexican American Educators Journal, 9(2), 69–77. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib,ip&db=eric&AN=EJ1085600&site=ehost-live&custid=s8875136

(2017). Deepening understanding of prior knowledge: what diverse first-generation college students in the U.S. can teach us. Teaching in Higher Education, 22(5), 587–603. http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib,ip&db=eft&AN=122857300&site=ehost-live&custid=s8875136

Winkle-Wagner, R., & McCoy, D. L. (2018). Feeling like an “Alien” or “Family”? Comparing students and faculty experiences of diversity in STEM disciplines at a PWI and an HBCU. Race, Ethnicity & Education, 21(5), 593–606. http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib,ip&db=25h&AN=130172458&site=ehost-live&custid=s8875136

(2018). A focus group study of African American students’ experiences with classroom discussions about race at a predominantly White university. Teaching in Higher Education, 23(1), 47–62. http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib,ip&db=eft&AN=126798976&site=ehost-live&custid=s8875136

Gonzalez & Collins. (2019). Interview with Patricia Hill Collins on Critical Thinking, Intersectionality and Educational: key objectives for critical articulation on Inclusive Education. Journal for Critical Education Policy Studies (JCEPS), 17(2), 151–170. Retrieved from https://www.jceps.com/wp-content/uploads/2019/08/17-2-6-pahi-2.pdf

Nieto, S. (2018). On a Political Coming of Age. Research in the Teaching of English, 53(1), 82–84. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib,ip&db=eft&AN=132454557&site=ehost-live&custid=s8875136

Mein, E., & Esquinca, A. (2017). The Role of Bilingualism in Shaping Engineering Literacies and Identities. Theory Into Practice, 56(4), 282–290. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib,ip&db=eric&AN=EJ1161058&site=ehost-live&custid=s8875136

Kim, S. (2008). Silent Participation: East Asian International Graduate Students’ Views on Active Classroom Participation. Journal on Excellence in College Teaching, 19(2–3), 199–220. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib,ip&db=eric&AN=EJ894382&site=ehost-live&custid=s8875136

Booker & Campbell-Whatley Booker, K. C., & Campbell-Whatley, G. (2019). Student Perceptions of Inclusion at a Historically Black University. Journal of Negro Education, 88(2), 146–158. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib,ip&db=25h&AN=139227682&site=ehost-live&custid=s8875136

Underhill, J. C., Ledford, V., & Adams, H. (2019). Autism Stigma in Communication Classrooms: Exploring Peer Attitudes and Motivations toward Interacting with Atypical Students. Communication Education, 68(2), 175–192. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib,ip&db=eric&AN=EJ1205844&site=ehost-live&custid=s8875136

(2019). Impact of an Inclusive Postsecondary Education Program on Implicit and Explicit Attitudes Toward Intellectual Disability. Intellectual & Developmental Disabilities, 57(4), 323–336. http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib,ip&db=eft&AN=137899371&site=ehost-live&custid=s8875136

Gilham & Tompkins (2016). Inclusion Reconceptualized: Pre-Service Teacher Education and Disability Studies in Education. Canadian Journal of Education, 39(4), 1–25. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib,ip&db=eft&AN=120583831&site=ehost-live&custid=s8875136

(2019). Innovations in Classroom Technology for Students with Disabilities. Intervention in School & Clinic, 55(2), 67–70. http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib,ip&db=eft&AN=139159175&site=ehost-live&custid=s8875136

Opie, Livingston, et al. (2019). Building gender inclusivity: disentangling the influence of classroom demography on classroom participation. Higher Education (00181560), 77(1), 37–58. https://link.springer.com/content/pdf/10.1007%2Fs10734-018-0245-2.pdf

Magnus & Lundin (2016). Challenging norms: University students’ views on heteronormativity as a matter of diversity and inclusion in initial teacher education. International Journal of Educational Research, 79, 76–85. https://search.ebscohost.com/login.aspx?direct=true&authtype=shib,ip&custid=s8875136&db=eft&AN=118268081&site=ehost-live

From ISU's Center for LGBTQIA+ Student Success. A must read.

Dodge & Crutcher. (2015). Inclusive Classrooms for LGBTQ Students. Journal of Adolescent & Adult Literacy, 59(1), 95–105. https://onlinelibrary.wiley.com/doi/full/10.1002/jaal.433

Case, K. A., Stewart, B., & Tittsworth, J. (2009). Transgender Across the Curriculum: A Psychology for Inclusion. Teaching of Psychology, 36(2), 117–121. https://search.ebscohost.com/login.aspx?direct=true&authtype=shib,ip&custid=s8875136&db=qth&AN=37185851&site=ehost-live