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Center For Teaching has an extensive collection of
articles on multicultural education and diversity
issues in higher education. This bibliography notes
twelve of the most practical and stimulating
readings, especially for newcomers to discussions
about teaching and learning in the diverse
classroom.
Adams, M., Bell, L.A., & Griffin, P. (Eds.). (2007, 2nd Edition). Teaching for diversity and social justice: a sourcebook. New York: Routledge. This collection uses an integrated approach to social justice and oppression. It presents theoretical frameworks, strategies, and practical suggestions for facilitating communication and understanding across race, gender, class, religion, ability, and sexual orientation.
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Banks, J., Cookson, P., Gay, G., Hawley, W., et al. (2001). Diversity with unity: Essential principles for teaching and learning in a multicultural society. Phi Delta Kappan, 83, 3 (pp. 196-203). A multidisciplinary group from the University of Washington and the University of Maryland report twelve principles from multicultural teaching derived from their work on a four-year project.
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Chesler, M. (nd). Perceptions of faculty behavior by students of color. Originally published as Chesler, M., Wilson, M. & Malani, A. (1993), The Michigan Journal of Political Science, 16 (pp. 54-79). Available online at: http://www.crlt.umich.edu/publinks/CRLT_no7.pdf. This article reports the findings of fifteen focus groups conducted with students of color at the University of Michigan. The author summarizes both positive and negative themes from student feedback and does an excellent job of generalizing these findings for a broader audience.
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Howell, A. and Tuitt, F. (Eds.). (2003). Race and higher education: Rethinking pedagogy in diverse college classrooms. Cambridge, MA: Harvard Education Press. Howell and Tuitt present a range of approaches for teaching students from diverse backgrounds in the twenty-first century. The text argues that as colleges and universities become more diverse, pedagogies must evolve so that they take into account students from different races, genders, sexual orientations, religions, cultures, and abilities.
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Kitano, M. (1997). A rationale and framework for course change. In A. Morey & M. Kitano (Eds.), Multicultural course transformation in higher education: A broader truth (pp. 1-17). Needham Heights, MA: Allyn & Bacon. The author presents a compelling argument for the inclusion of multicultural content and pedagogy, as well as general framework for creating multicultural education in colleges and universities.
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Kitano, M. (1997). What a course will look like after multicultural change. In A. Morey & M. Kitano (Eds.), Multicultural course transformation in higher education: A broader truth (pp. 18-34). Needham Heights, MA: Allyn & Bacon. This chapter answers important questions about how to integrate multiculturalism into class design. The author presents a model of course transformation and uses examples from several disciplines to illustrate her model.
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Marchesani, L.S. & Adams, M. (1992). Dynamics of diversity in the teaching-learning process: A faculty development model for analysis and action. In M. Adams (Ed.), Promoting diversity in college classrooms: Innovative responses for the curriculum, faculty, and institutions (pp. 9-18). New Directions for Teaching and Learning, no 52 San Francisco, CA: Jossey-Bass. The authors present a model for teaching and learning with particular application to classroom settings characterized by social and cultural diversity.
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Tatum, B.D. (1992). Talking about race, learning about racism: The application of racial identity development theory in the classroom. Harvard Educational Review, 62, 1 (pp. 1-24). Tatum provides examples of teaching strategies for effectively incorporating analyses of race and race relations into the curriculum, and for handling students’ resistances to engaging in dialogues about race.
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Tatum, B.D. (1998). Why are all the black kids sitting together in the cafeteria?: And other conversations about race. New York: Basic Books. The author shares real-life examples and current research that support her idea that straight talk about racial identity is needed to help students understand their self-segregation practices.
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Ouellett, M. (2000). Disabilities resources for teaching inclusively. The Center for Teaching at the University of Massachusetts, Amherst. This 28-page brochure covers everything from policies about access to education to on-campus resources for faculty and staff.
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Renn, K. (1998). Lesbian, gay, bisexual, and transgender students in the college classroom. In Sanlo, R. (Ed.), Working with lesbian, gay, bisexual and transgender college students: A handbook for faculty and administrators (pp. 231-244). This chapter discusses the types of prejudices sexual minority students face in the classroom. It has an overview of student learning styles and analyzes how they might apply to LGBT students. It also offers suggestions for faculty members to help LGBT students enhance their college experience.
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Sarkisian, E. (2006). Teaching American students: A guide for international faculty and teaching assistants in colleges and universities. This guide helps prepare international scholars to teach in classrooms in the United States. It provides rich insights and practical wisdom that teachers who were not born in the United States can apply immediately.
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Warren, L. (2005). Strategic action in hot moments. In M. Ouellett (Ed.), Teaching inclusively: resources for course, department & institutional change in higher education (pp. 620-630). Stillwater, OK: New Forums Press. Warren offers practical advice for facing what he calls “hot moments” in the classroom. Hot moments include a range of possible classroom scenarios in which the instructor might feel on the defensive, attacked, angry, or muted. The text provides ways to “keep the mind in action” instead of reacting without thinking.
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Working together: Faculty and students with disabilities. Available online at http://www.washington.edu/doit/Brochures/Academics/teachers.html. This website, maintained by the DO-IT program at the University of Washington, provides a broad framework for addressing the needs of students with disabilities. The site includes useful teaching techniques as well as suggestions for academic accommodations.
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Related Resources/Materials
Video resources (for example, Race the Classroom: A Multiplicity of Experience, from the Derek Bok Center for Teaching and Learning at Harvard University) are also available from the lending library at the Center for Teaching.
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