Selected References on Infusing Diversity in Teaching and Leaning

Compiled by Mathew L. Ouellett and Christine A. Stanley

 

Click on the link listed after each resource to go directly to the entry's listing in the MSU Libraries online catalog.

 

Adams, M., Bell, L. A., & Griffin, P. (1997). Teaching for diversity and social justice.

A sourcebook. New York: Routledge.  http://magic.msu.edu/record=b3282959

Anderson, J. A., & Adams, M. (1992, Spring). Acknowledging the learning styles

of diverse student populations: Implications for instructional design.

               In L.L.B. Border & N.V.N. Chism (Eds.), Teaching for Diversity.

               New Directions for Teaching and Learning, No. 49, (pps. 19-34).

               San Francisco: Jossey-Bass.  http://magic.msu.edu/record=b2504121

Banks, J. A. (1993). Approaches to multicultural curriculum reform. In J.A. Banks

               & C.A.M. Banks (Eds.), Multicultural education: Issues and perspectives 2nd ed.

               (pps. 195-214). Boston: Allyn & Bacon.  http://magic.msu.edu/record=b2523503

Beale, R. L., Thompson, M. C., & Chesler, M. (2001). Training peer facilitators for

intergroup dialogue leadership. In D. Schoem & S. Hurtado (Eds.), Intergroup dialogue: Deliberative democracy in school, college, community, and workplace. pps. 227-246. Ann Arbor, MI: The University of Michigan Press.  http://magic.msu.edu/record=b3864304

Beale, R. L. & Schoem, D. (2001). The content/process balance in intergroup

dialogue. In D. Schoem & S. Hurtado (Eds.), Intergroup dialogue: Deliberative democracy in school, college, community, and workplace, (pps. 266-279). Ann Arbor, MI: The University of Michigan Press.  http://magic.msu.edu/record=b3864304

Bidol, P. (1986). Interactive communication. In P. Bidol, L. Bardwell, & N.

               Manring (Eds.), Alternative environmental conflict management

approaches: A citizen’s model, (pps. 205-209). Ann Arbor, MI: University of Michigan School of Natural Resources.

Burbules, N. C. (1993). Dialogue in teaching: Theory and practice. New

York, NY: Teachers College Press.  http://magic.lib.msu.edu/record=b2554147

Burbules, N. C. (1993). Four types of dialogue. In N.C. Burbules (Ed.), Dialogue in

teaching: Theory and practice, (pps. 110-130. New York, NY: Teachers College Press.

http://magic.lib.msu.edu/record=b2554147

Chickering, A., & Gamson, Z. (1987, March). Seven principles for good practice

               in undergraduate education. AAHE Bulletin. Washington, DC: American

               Association for Higher Education. 

http://aahebulletin.com/public/archive/sevenprinciples1987.asp

Ferdman, B. M., & Gallegos, P. I. (2001). Racial identity development and Latinos

in the United States. In B. W. Jackson, III & C.L. Wijeyesinghe (Eds), New

perspectives on racial identity development: A theoretical and practical anthology,

(pps. 32-66). New York: New York University Press. 

http://magic.lib.msu.edu/record=b3714563

Goodman, D. J. (2001) Promoting diversity and social justice: Educating people

from privileged groups. Thousand Oaks, CA: Sage Publications, Inc.

http://magic.lib.msu.edu/record=b3676500 

Green, M. F. (Ed). (1989). Minorities on campus: A handbook for enhancing

diversity. Washington, DC: American Council on Education.

http://magic.lib.msu.edu/record=b2087911

Griffin, P.  (1997). Introductory module for the single-issue courses. In M.A.

Adams, L.A. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice: A sourcebook, (pps.61-81). New York: Routledge.  http://magic.msu.edu/record=b3282959

Griffin, P.  (1997). Facilitating social justice education courses. In M.A.

Adams, L.A. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice: A sourcebook, (pps.279-298). New York: Routledge.  http://magic.msu.edu/record=b3282959

Grant, K. & Sachs, J. (1995). In B. Kanpol & P. McLaren (Eds.), Critical multiculturalism: Uncommon voices in a common struggle, (p. 176). Westport, CT: Bergin & Garvey.

http://magic.lib.msu.edu/record=b2933162

Hardiman, R. (2001). Reflections on white identity development theory. In B. W.

Jackson, III & C.L. Wijeyesinghe (Eds), New perspectives on racial identity

development: A theoretical and practical anthology, (pps. 108-128). New York:

New York University Press.  http://magic.lib.msu.edu/record=b3714563

Hardiman, R. & Jackson, B. W. (1997).  Conceptual foundations for social

justice courses. In M. Adams, L.A. Bell, & P. Griffin ((Eds.), Teaching for diversity and social justice: A sourcebook, (pps.16-29). New York: Routledge. 

http://magic.msu.edu/record=b3282959

Herbert, P. (1997). The color of words: An encyclopedic dictionary of ethnic bias in the United States. Yarmouth, ME: Intercultural Press.

               http://magic.lib.msu.edu/record=b3348376

Horse, P. G. (2001). Reflections on American Indian identity. In B. W. Jackson, III &  C.L. Wijeyesinghe (Eds), New perspectives on racial identity development: A theoretical and practical anthology, (pps. 91-107). New York: New York University Press.

               http://magic.lib.msu.edu/record=b3714563

Irvine, J. J., & York, D. E. (1995). Learning styles and culturally diverse

               students: A literature review. In J.A. Banks & C.A.M. Banks (Eds.),

               Handbook of research in multicultural education, (pps. 484-497).

               New York: McMillan.  ED382722

Jackson III, B.W. (2001). Black identity development: Further analysis and

elaboration. In B. W. Jackson III & C.L. Wijeyesinghe (Eds), New perspectives on racial identity development: A theoretical and practical anthology, (pps. 8-31). New York: New York University Press.  http://magic.lib.msu.edu/record=b3714563

Jackson, B. W. & Holvino, E. (1988). Developing multicultural organizations.

               Journal of Religion and the Applied Behavioral Sciences, 9(2), 14-19.

Kardia, D. & Sevig, T. (2001). Embracing the paradox: Dialogue that incorporates

both individual and group activities. In D. Schoem & S. Hurtado (Eds), Intergroup dialogue: Deliberative democracy in school, college, community, and workplace, (pps. 247-265). Ann Arbor, MI: The University of Michigan Press.

http://magic.lib.msu.edu/record=b3864304

Kim, J. (2001). Asian American identity development theory. In B. W. Jackson, III & C.L. Wijeyesinghe (Eds), New perspectives on racial identity development: A

theoretical and practical anthology, (pps. 67-90). New York: New York

University Press.  http://magic.lib.msu.edu/record=b3714563

Kitano, M. (1997). A rationale and framework for course change. In A. I. Morey & M. Kitano (Eds), Multicultural course transformation in higher education: A broader truth, (pp. 1-17). Needham Heights, MA: Allyn & Bacon.  http://magic.lib.msu.edu/record=b3108766

Kuh, G. D., & Whitt, E. J. (1988). The invisible tapestry: Culture in American

colleges and universities. ASHE-ERIC Higher Education Reports, No. 1.

Washington, DC: Association for the Study of Higher Education.

http://magic.lib.msu.edu/record=b2284589

Kumashiro, K. (2000). Toward a theory of anti-oppressive education. Review of

Educational Research, 70 (1), 25-53.

http://gateway.proquest.com/openurlurl_ver=Z39.882004&res_dat=xri:pqd&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&genre=article&rft_dat=xri:pqd:did=000000060144247&svc_dat=xri:pqil:fmt=text&req_dat=xri:pqil:pq_clntid=3552

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, (pps. 9-20). New Directions for Teaching and Learning, 52. San Francisco: Jossey-Bass. http://magic.msu.edu/record=b2543892

Morey, A. I., & Kitano, M. K. (1997). Multicultural course transformation in

higher education: A broader truth. Needham Heights, MA: Allyn & Bacon.

http://magic.msu.edu/record=b3108766

Lynch, E. (1997). Instructional strategies. In A. I. Morey & Kitano, M. (Eds),

               Multicultural course transformation in higher education: A broader

               truth, (pps. 56-70). Needham Heights, MA: Allyn & Bacon.

               http://magic.msu.edu/record=b3108766

National Conference on Race & Ethnicity in American Higher Education

(NCORE) http://www.ncore.ou.edu/

NCSS Task Force on Ethnic Studies Curriculum Guidelines. (1992, September).

               Curriculum guidelines for multicultural education. Social Education,

               274-294.

http://proquest.umi.com/pqdwebindex=1&did=000000005276516&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1089746131&clientId=3552

Ognibene, E. R. (1989). Integrating the curriculum: From impossible to possible.

               College Teaching, 37(3), 105-110.               http://magic.msu.edu/record=b2322540

Palmer, P. (1998). The courage to teach. San Francisco: Jossey-Bass.

               http://magic.msu.edu/record=b3302574

Porter, L. (1982). “Giving and receiving feedback: It will never be easy, but

it can be better.” In L.C. Porter & B. Mohr (Eds), Reading book for human relations training, (pps. 42-45). Alexandria, VA: NTL Institute.

Sadker, M., & Sadker, D. (1992). Ensuring equitable participation in college

               classes. In L.L.B. Border & N.V. Chism (Eds.), Teaching for diversity

               (pps. 49-56). New Directions for Teaching and Learning, No. 49. San

               Francisco: Jossey-Bass.  http://magic.msu.edu/record=b2504121

Saunders, S., & Kardia, D. (2000). Inclusive classrooms: Part one of a two part

series. The Hispanic Outlook in Higher Education, 10, (15), 21-24.

http://gateway.proquest.com/openurlurl_ver=Z39.882004&res_dat=xri:pqd&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&genre=article&rft_dat=xri:pqd:did=000000494397941&svc_dat=xri:pqil:fmt=text&req_dat=xri:pqil:pq_clntid=3552

Saunders, S., & Kardia, D. (2000). Inclusive classrooms: Part two of a two part

series. The Hispanic Outlook in Higher Education, 10, (16), 45-48.

http://gateway.proquest.com/openurlurl_ver=Z39.882004&res_dat=xri:pqd&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&genre=article&rft_dat=xri:pqd:did=000000494397551&svc_dat=xri:pqil:fmt=text&req_dat=xri:pqil:pq_clntid=3552

Sawchuk, M. T. (Ed.). (1993). Infusing multicultural perspectives across the

               curriculum. Mount St. Mary’s College, Los Angeles: Prism Publishing.

               ED354805 (full text available through E*Subscribe:

               http://er.lib.msu.edu/alpha_all.cfm?letter=E&type=Indexes

Schoem, D., Frankel, L., Zuniga, X., & Lewis, E. A. (1993). The meaning of

multicultural teaching: An introduction. In D. Schoem, L. Frankel,

X. Zuniga, & E.A. Lewis (Eds.), Multicultural teaching in the

university (pps. 1-12). Westport, CT: Praeger. http://magic.msu.edu/record=b2536261

Schoem, D., Frankel, L., Zuniga, X., & Lewis, E. A. (1993). Roundtable discussion: The insiders’ critique of multicultural teaching. In D. Schoem, L. Frankel, X. Zuniga, & E.A. Lewis (Eds.), Multicultural teaching in the university (pp. 279-292). Westport, CT: Praeger.

               http://magic.msu.edu/record=b2536261

Schoem, D., Hurtado, S. Sevig, T., Chesler,M.,  & Sumida, S.H. (2001). Intergroup

dialogue: Democracy at work in theory and practice. In D. Schoem &

S. Hurtado (Eds), Intergroup dialogue: Deliberative democracy in

school, college, community, and workplace, (pps. 1-21). Ann Arbor, MI: The University of Michigan Press.  http://magic.msu.edu/record=b3864304

Schoem, D. & Saunders, S. (2001). Adapting intergroup dialogue processes for

use in a variety of settings. In D. Schoem & S. Hurtado (Eds), Intergroup dialogue: Deliberative democracy in school, college, community, and workplace, (pps. 328-344). Ann Arbor, MI: The University of Michigan Press. http://magic.msu.edu/record=b3864304

Stanley, C. A., & Lincoln, Y.S. (2005). Cross-Race Faculty Mentoring. Change, 37(2), 44-50.

               http://er.lib.msu.edu/pitem.cfm?item=pqd24736

Stanley, C. A., Porter, M. E., Simpson, N. J., & Ouellett, M. L. (2003). A

               case study of the teaching experiences of African American faculty at two

               predominantly White research universities. Journal on Excellence in

               College Teaching, 14(1), 151-178.  http://magic.msu.edu/record=b3296351

Tatum, B. D. (1997). “Why are all the black kids sitting together in the cafeteria?”

               And other conversations about race. New York: Basic Books.

               http://magic.msu.edu/record=b3264511

Tharp, R. F. (1989). Psychocultural variables and constants: Effects on teaching

               and learning in schools. American Psychologist, 44(2), 349-359.

               http://magic.msu.edu/record=b2208031

Wijeyesinghe, Griffin, & Love (1997). Racism curriculum design. In M. Adams, L.A. Bell, & P. Griffin ((Eds.),

Teaching for diversity and social justice: A sourcebook, (pps.82-109). New York: Routledge.   http://magic.msu.edu/record=b3282959

Wijeyesinghe, C. L. & Jackson III, B. W. (2001). New perspectives on racial identity

development: A theoretical and practical anthology. New York: New York University Press.

http://magic.msu.edu/record=b3714563

Wijeyesinghe, C. L. (2001). Racial identity in multiracial people: An alternative

paradigm. In B. W. Jackson III & C.L. Wijeyesinghe (Eds), New perspectives on racial identity development: A theoretical and practical anthology, (pps. 129-152). New York: New York University Press.  http://magic.msu.edu/record=b3714563