Diversity-related educational materials

Diversity-related Educational Organizations

Diversity Database
(http://www.inform.umd.edu/EdRes/Topic/Diversity/)

From the University of Maryland as part of the Diversity Works project, this database includes general diversity resources, including those pertaining to cultural diversity and multiculturalism, diversity reference resources that provide definitions of words, phrases, and policy relating to multicultural and diversity issues, issue specific resources, containing directories on Age, Class, Disability, Gender, National Origin, Race and Ethnicity, Religion and Sexual Orientation and diversity-related syllabi from around the country.

Association of American Colleges and Universities' Diversity Digest
(http://www.diversityweb.org/digest/)

Diversity Digest is a quarterly newsletter published by the Association of American Colleges and Universities (AAC&U) since 1996. Diversity Digest is available both in this World Wide Web version and in a print version. It is designed to enable campus practitioners to facilitate a diversity agenda which "views human diversity as a source of societal resilience and educational vitality. Its purpose is to help higher education undo the legacies of separation and exclusion on campus and educate students who are both prepared and inspired to contribute to the advance of democratic inclusion, social justice and meaningful equality."

Multicultural Pavilion: Resources & Dialogues for Equity in Education
(http://www.edchange.org/multicultural/)

The editors of this site "strive to provide resources for educators, students, and activists to explore and discuss multicultural education; facilitate opportunities for educators to work toward self-awareness and development; and provide forums for educators to interact and collaborate toward a critical, transformative approach to multicultural education." While many of the resources are for K-12 educators, much would be useful at all levels. Of particular interest are awareness activities, and the extensive links page.

CREDE (Center for Research on Education, Diversity & Excellence)
(http://www.crede.ucsc.edu/)

Formerly known as the National Center for Research on Cultural Diversity and Second Language Learning. Includes reports and information on education initiatives relevant to multicultural diversity. From UC Santa Cruz.

The Foundation for Ethnic Understanding
(http://www.ffeu.org/)

Founded in 1989, The Foundation for Ethnic Understanding is a "national non-profit dedicated to strengthening relations between ethnic communities." It is committed to the belief "that direct, face-to-face dialogue between ethnic communities is the most effective path towards the reduction of bigotry and the promotion of reconciliation and understanding." The Foundation's work focuses primarily on Black/Jewish relations, but has recently expanded to include Latino-Jewish relations. The web site includes annual reports, surveys, addresses from conferences, and curriculum guides and teaching materials. (Source: (http://usinfo.state.gov/usa/diversity/links.htm)

LGBT Resources in Higher Education
(http://www.lgbtcampus.org/)

Creating Inclusive College Classrooms
(http://www.crlt.umich.edu/gsis/P3_1.html)

by Shari Saunders and Diana Kardia, was written for the Center for Research on Learning and Teaching at the University of Michigan to examine five aspects of teaching that can promote or hinder an inclusive classroom, such as classroom climate, course content, and teaching materials. (Source: DiversityWeb.org)

Inclusive Teaching
(http://depts.washington.edu/cidrweb/inclusive/)

Inclusive Teaching means teaching in ways that do not exclude students, accidentally or intentionally, from opportunities to learn. This practical and easy-to-navigate site collects resources, examples, insights from faculty, and stories from students. Of particular use are the pages which provide suggestions and resources for understanding your students, understanding yourself the instructor, considering how you teach, and considering what you teach, as well as strategies for inclusive teaching. (Source: UW Curriculum Transformation Project)

Teaching Intersectionality
(http://depts.washington.edu/ctp/Intersectionality.htm)

Women of color pioneered work on analyzing the intersection of race, gender, class and other factors in women's lives, describing the interconnectedness in both framing identity and analyzing power relations. Intersectional analysis now stands at the forefront of contemporary theory and practice in feminist cultural studies, critical race studies, racial/ethnic studies, and multiculturalism. This page describes intersectionality and provides related resources. (Source: UW Curriculum Transformation Project)

Teaching Tolerance
(http://www.tolerance.org/teach/index.jsp)

The Southern Poverty Law Center, which publishes Teaching Tolerance seeks to combat hate, intolerance, and discrimination. Teaching Tolerance spotlights educators, schools, and curriculum resources dedicated to promoting respect for differences in the classroom and beyond. The magazine also provides educators with activities and resource recommendations. To reach this site, you must click the icon for Teaching Tolerance from the Southern Poverty Law Center's homepage. (Source: DiversityWeb.org)

Tolerance.org
(http://www.tolerance.org/)

Tolerance.org is a website designed to combat hate crimes by outlining methods of prevention. This site offers various classroom activities that help students to uncover hidden biases and deconstruct biased language. (Source: DiversityWeb.org)

Annotated Bibliographies on Multicultural Teaching, Learning, and Faculty Development
(http://www.crlt.umich.edu/multiteaching/multibiblio.html)

This list of annotated bibliographies was developed for participants at the University of Michigan's "Summer Institute '98: Building Multiculturalism into Faculty Development." It includes books and articles relevant to promoting diversity in the classroom. (Source: DiversityWeb.org)

Ways to Teach on a Largely Homogeneous Campus

Notes from Academe: Senegalese Scholar Focuses on Race in American Society by Carolyn J. Mooney
(http://www.diversityweb.org/diversity_innovations/faculty_staff_development/teaching_strategies_practices/senegalese_scholar.cfm)

Dr. Ndongo is an associate professor of American literature at Cheikh Anta Diop, the larger of Senegal's two public universities, and he began thinking about how to teach racism to Africans last year when he was a Fulbright scholar at the University of California at Irvine. One day, at a seminar on teaching slavery, he says, "I realized that slavery in the American context was quite different. In Senegal, people associate slavery with economic and social factors, not skin color." Dr. Ndongo developed the course on racism to help his students -- many of whom are studying English in hopes of landing a better job -- to understand the complexities of race in American society. (Source: DiversityWeb.org)

What Does it Mean to Teach Diversity in Rural Minnesota by Anne J. Aby, Worthington Community College
(http://www.diversityweb.org/diversity_innovations/faculty_staff_development/teaching_strategies_practices/rural_minnesota.cfm)

Aby reports that, "diversity issues dealing with race, class and gender are now represented in many of our course offerings even at this fairly racially homogenous college located in a demographically changing region." As she describes the changes she has seen in WCC courses and ways of making diversity visible to students, she concludes, "while many might assume that the region lacks, then, even racial/ethnic diversity, diversity is, in fact, all around our campus." (Source: DiversityWeb.org)

Ways to Teach in Diverse Settings

" Diversity in the Classroom" Home Page, Arizona State University
(http://www.asu.edu/provost/intergroup/resources/facresources.html)

Coordinated by the ASU's Intergroup Relations Center, this site offers a set of resources for faculty and teaching assistants to help manage classroom diversity and achieve desired educational outcomes including critical thinking, cultural awareness, intergroup understanding, global awareness, cross-cultural understanding, personal and social identity development, decrease in prejudice and discrimination, empathy, development of a broader worldview, and intercultural friendships. (Source: DiversityWeb.org)

Tips about Teaching that Address Diversity: Ohio State University, Fisher College of Business
(http://fisher.osu.edu/diversity/teach.htm)

These teaching tips require readers to go beyond addressing issues of diversity or multiculturalism and ask them to become aware of how students are treated as well as how they treat each other. Spanning disciplines and professions, these issues are important in all classes whether the format is lecture, discussion or team projects. Susan L. Josephs emphasizes that each class, regardless of format or discipline, offers the opportunity to increase awareness of diversity and multicultural issues. (Source: DiversityWeb.org)

Building Creativity and Collaboration in Diverse Classrooms by Jose Calderon
(http://www.diversityweb.org/diversity_innovations/faculty_staff_development/teaching_strategies_practices/building_creativity.cfm)

Associate Professor in Sociology and Chicano Studies, Pitzer College Professor Calderon describes the use of creative cultural media in his sociology classes to connect the theoretical with the practical and build collaborative learning and cooperative ethnic relations. (Source: DiversityWeb.org)

Experiential Learning in Courses
(http://www.umich.edu/~igrc/)

Program on Intergroup Relations, Conflict, and Community at the University of Michigan
The Intergroup Relations, Conflict, and Community (IGRCC) program links formal education course work to the social experiences of the students outside of the classroom. Site includes information on Intergroup Dialogues and Alternative Spring Breaks. (Source: DiversityWeb.org)

Learning Communities

Intercultural Studies Project: A Living/Learning College, St. Lawrence University
(http://it.stlawu.edu/~ce150/)

The Intercultural Studies Project is a living/learning center devoted to engaging faculty and students in the study of cultural diversity and the critical practices which promote it. This project imbeds intergroup dialogue pedagogy within a diverse living/learning center called the Intercultural House. Students who live in The Intercultural House are enrolled in Introduction to Intercultural Studies (CE 150). This course will engage students in an interdisciplinary study of U.S. cultural diversity in a global and comparative context. (Source: DiversityWeb.org)

Developing Diversity Through Learning Communities by Roberta S. Matthews, at Marymount College
(http://www.diversityweb.org/diversity_innovations/faculty_staff_development/teaching_strategies_practices/developing_diversity.cfm)

" [The New York Learning communities program]helps participants explore new frontiers and provides a safe environment for difficult dialogues," explains Roberta Matthews. In this brief description of how schools are developing diversity through learning communities, she provides key references for further reading as well as contact information. (Source: DiversityWeb.org)

Technology-Based Learning

Diversity in the Classroom: Bridging Difference and Distance Through Computer-mediated Communication by Leslie Harris, Instructional Technology Facilitator, SUNY-Plattsburgh

(http://www.aacu-edu.org/issues/faculty/harris.cfm)

Harris describes computer-mediated communication used in his class called Families Across Cultures as a way to bring diverse exchanges into seemingly "homogenous" classrooms. He notes that "computer mediation alleviates the panoptic pressure of oral discourse and reduces the struggle to monopolize the discourse space. Students no longer have to take turns to speak; all can participate simultaneously, as they type their responses via the computer conferencing system." (Source: DiversityWeb.org)

Non web-based resources:

King, Patricia M. and Shuford, Bettina C. "A Multicultural View is a More Cognitively Complex View: Cognitive Development and Multicultural Education." American Behavioral Science 40, 1 (November/December 1996), 153-164.

Statistical Resources:

Population Reference Bureau
(http://www.prb.org/)

Provides information about the "population dimensions of important social, economic, and political issues." Topics include gender and race/ethnicity.