References

The following are key references used in this course. Check with your course syllabus for required readings.

Reference List

  • Bok, D., & Bowen, W. (1998). The shape of the river. Princeton, NJ: Princeton University Press.
  • Bouchard, K.L. and Berg, D. H. (2017). “Students’ school belonging: Juxtaposing perspectives of teachers and students in the late elementary school years (Grades 4-8).” School Community Journal, (27)1. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1146469.pdf
  • Choudhury, S. (2015). Deep diversity: Overcoming us vs. them. Toronto: Between the Lines.
  • Dweck, C.S. (2006). Mindset: The new psychology of success. New York: Random House.
  • Hickling-Hudson, A. & Ahlquist, R. (2003). Contesting the curriculum in the schooling of indigenous children in Australia and the USA: from Eurocentrism to culturally powerful pedagogies. Comparative Education Review. 47(1), pp.64-89. Retrieved from: https://eprints.qut.edu.au/1800/1/1800.pdf
  • Lingenfelter, J.E. & Lingenfelter, S. G. (2003). Teaching cross-culturally: An incarnational model for learning and teaching. Grand Rapids, MI: Baker Publishing Group.
  • Purdie-Vaughns, V., Steele, C.M., Davies, P.G., Ditlmann, R. & Crosby, J.R. (2008). Social identity contingencies: how diversity cues signal threat or safety for African Americans in mainstream institutions. Journal of Personality and Social Psychology 94, 615-630.
  • Steel, C. (2010). Whistling Vivaldi and other clues to how stereotypes affect us. New York: W. H. Norton
  • Steele, D. (n.d.) Identity safe classrooms: An interview with Dr. Dorothy Steele. Not in our Town. Retrieved from: Identity Safe Classrooms: An Interview with Dr. Dorothy Steele | Not in Our Town - Steele, D. & Cohn-Vargas, B. (2014). Identity safe classrooms are places where students can belong and learn. Standford Graduate School of Education, Stanford Center for Opportunity Policy in Education. Retrieved from: 404 Not Found. - Tinto, V. (2016). “From retention to persistence.” Inside Higher Ed. Retrieved from: How to improve student persistence and completion (essay)

Unit 1

Unit 3

Unit 4

Unit 5

  • Steel, C. (2010). Whistling Vivaldi and other clues to how stereotypes affect us. New York: W. H. Norton

Recommended Reading

  • Bok, D., & Bowen, W. (1998). The shape of the river. Princeton, NJ: Princeton University Press.
  • Choudhury, S. (2015). Deep diversity: Overcoming us vs. them. Toronto: Between the Lines.
  • D, Peter. (2017) Life of privilege explained in a $100 race. Retrieved from: https://www.youtube.com/watch?v=4K5fbQ1-zps&index=56&list=PLsEXXCjSJ6tVU4dCacjTbB6aLS5wf39DF&t=0s{target=“_blank”}
  • Dweck, C.S. (2006). Mindset: The new psychology of success. New York: Random House.
  • Dweck, C.S. (2015). The growth mindset. Retrieved from: https://www.youtube.com/watch?v=-71zdXCMU6A&index=24&list=PLsEXXCjSJ6tVU4dCacjTbB6aLS5wf39DF&t=0s
  • Hickling-Hudson, A. & Ahlquist, R. (2003). Contesting the curriculum in the schooling of indigenous children in Australia and the USA: from Eurocentrism to culturally powerful pedagogies. Comparative Education Review. 47(1), pp. 64-89. Retrieved from: https://eprints.qut.edu.au/1800/1/1800.pdf
  • McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack. Peace and Freedom Magazine. Women’s International League for Peace and Freedom: Philadelphia, PA, (pp. 10-12).
  • McIntosh, P. (2015). Peggy McIntosh TED Talk. Retrieved from: https://www.youtube.com/watch?v=5mD7qBNsLE8
  • Mueller, King and Klar (2017). Reframing White privilege. (pp. 61-74). In Leavitt, L., Wisdom, S., & Leavitt, K. (Eds.). (2017). Cultural Awareness and Competency Development in Higher Education. Hershey, PA: IGI Global.
  • Purdie-Vaughns, V., Steele, C.M., Davies, P.G., Ditlmann, R. & Crosby, J.R. (2008). Social identity contingencies: how diversity cues signal threat or safety for African Americans in mainstream institutions. Journal of Personality and Social Psychology 94, 615-630.
  • Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797-811.
  • Steele, D.M., Steele, C.M. Markus, H.R., Lewis, A.E., Green, F., & Davies, P.G. (2008). How identity safety improves student achievement. Submitted for publication.

Unit 6

Recommended Reading

  • Sue, D.W. (2010). Microagressions in everyday life: race, gender, and sexual orientation. Hoboken, NJ: Wiley.

Unit 7

Recommended Reading

  • Bok, D., & Bowen, W. (1998). The shape of the river. Princeton, NJ: Princeton University Press.
  • Choudhury, S. (2015). Deep diversity: Overcoming us vs. them. Toronto: Between the Lines.
  • Dweck, C.S. (2006). Mindset: The new psychology of success. New York: Random House.
  • Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice, 3rd Ed. New York, Ny: Teacher’s College Press.
  • Hickling-Hudson, A. & Ahlquist, R. (2003). Contesting the curriculum in the schooling of indigenous children in Australia and the USA: from Eurocentrism to culturally powerful pedagogies. Comparative Education Review. 47(1), pp. 64-89. Retrieved from: https://eprints.qut.edu.au/1800/1/1800.pdf
  • Purdie-Vaughns, V., Steele, C.M., Davies, P.G., Ditlmann, R. & Crosby, J.R. (2008). Social identity contingencies: how diversity cues signal threat or safety for African Americans in mainstream institutions. Journal of Personality and Social Psychology 94, 615-630.
  • Steele, D. & Cohn-Vargas, B. (2013). Identity safe classrooms: Places to belong and learn. Thousand Oaks, CA: Corwin, A SAGE Company.

Unit 8

  • Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice, 3rd Ed. New York, Ny: Teacher’s College Press.
  • Lingenfelter, J.E. & Lingenfelter, S. G. (2003). Teaching cross-culturally: An incarnational model for learning and teaching. Grand Rapids, MI: Baker Publishing Group.

Recommended Reading

  • Palmer, P. (2017). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.
  • Weaver, H.N. (2014). Intersections of identity and education: The Native American experience. Indigenous Education. (pp. 447-461). Retrieved from: https://link.springer.com/chapter/10.1007/978-94-017-9355-1_22

Unit 9

Unit 10

  • Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice, 3rd Ed. New York, Ny: Teacher’s College Press.
  • Larrivee, B. (2000) Transforming teaching practice: becoming the critically reflective teacher. Reflective Practice, 1, 293–307. Retrieved from: http://ed253jcu.pbworks.com/w/page/f/Larrivee_B_2000CriticallyReflectiveTeacher.pdf
  • Palmer, P. (2017). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.