Learning Corner


Diversity Handshake


The mix of social, cultural, and identity-based characteristics represented in a group.



Providing true access and opportunity to all members of a group.



Creating spaces where all members of a group belong and are valued for their uniqueness contributions.

Inclusive Teaching Strategies

ACUE Inclusive Teaching Practices Toolkit
Princeton Inclusive Teaching Strategies
Inclusive Teaching at Michigan
"Hotwash" Technique
What is Inclusive Teaching? (Penn)
How Do You Teach Inclusively? (Penn)
Evidenced Based Strategies and Practices
Teaching in Classrooms with Increasing Diversity
4 Ways Professors Can Make Their Classes More Inclusive
Here's How to Make Your Teaching More Inclusive
Why We're Speaking Up About Inclusive Teaching Strategies

Implicit Bias Resources

Project Implicit

Eberhardt, Jennifer L. (2019). Biased: Uncovering the Hidden Prejudice That Shapes What We See, Think, and Do. New York, Viking

Banaji, M. R., & Greenwald, A. G. (2013). Blind spot: Hidden biases of good people. New York, NY: Random House, Inc.

Kahneman, D. (2011). Thinking, Fast, and Slow. New York: Farrar, Straus and Giroux.

Gladwell, M. (2007). Blink: The power of thinking without thinking. New York, NY: Time Warner Book Group.

Fiske, S. (2008). Are we born Racist? Greater Good, V(1), 14-17.

Implicit Bias and Stereotype Threat

When Two Bodies Are (Not) a Problem: Gender and Relationship Status Discrimination in Academic Hiring. Rivera, Lauren, A. (2017). American Sociological Review, October 2017, Vol 82, Issue 6, pp 1111 – 1138. http://journals.sagepub.com/doi/10.1177/0003122417739294

Educated men remembered as “whiter”. Ben-Zeev, Avi, et al. (2014). SAGE Open. January-March 2014:1–9

What Happens Before? A Field Experiment Exploring How Pay and Representation Differentially Shape Bias on the Pathway into Organizations. Milkman, K.L., et al (2014). Journal of Applied Psychology.

The Gender Marketing of Toys: An Analysis of Color and Type of Toy on the Disney Store Website. Auster, Carol J. and Claire S. Mansbach (2012). Sex Roles, October 2012, Volume 67, Issue 7, pp 375-388.

Time to Take Stock: A Meta-Analysis and Systematic Review of Analgesic Treatment Disparities for Pain in the United States. Meghani, S. H., Byun, E. and Gallagher, R. M. (2012). Pain Medicine, 13: 150–174. doi:10.1111/j.1526-4637.2011.01310.x

Proceedings of the National Academy of Sciences of the United States of America, Moss-Racusin, Corinne A, et al. (2012). Vol. 109 no. 41, 16474–16479.

Racial Bias in Health Care and Health: Challenges and Opportunities. Williams, David R., PhD, MPH. JAMA Aug 11, 2015. Vol 314, No. 6

Diversity Matters in Academic Radiology: Acknowledging and Addressing Unconscious Bias. Brenda J. Allen, PhD, Kavita Garg, MD. J Am Coll Radiol 2016;13:1426-1432.

Breaking Through Bias: How unconscious biases could be preventing business schools from reaching their goals for diversity. Bisoux, T. (2017) http://bized.aacsb.edu/articles/2017/11/breaking-through-bias

Mind bugs: How implicit bias affects faculty evaluations in academia. [PowerPoint slides]. Dasgupta, N. (2012). Retrieved from http://www.adapp-advance.msu.edu/

Gender in 20th Century Children’s Books. McCabe, J. Gender & Society, April 2011 25: 197-226.

The development of implicit attitudes: Evidence of race evaluations from ages 6 and 10 and adulthood. Baron, A.S., & Banaji, M.R. (2006). Psychological Science, 17(1), 53-58.

Women in STEM: Challenges and determinants of success and psychological well-being. Settles, I. (2014). American Psychological Association, Psychological Science Agenda, (October 2014).

Are Emily and Greg More Employable than Lakisha and Jamal? A Field Experiment on Labor Market Discrimination. Bertrand, M., Mullainathan, S. (2003) http://www.nber.org/papers/w9873

How Unintentional, but Insidious Bias can be the Most Harmful. http://www.pbs.org/newshour/bb/how-unintentional-but-insidious-bias-can-be-the-most-harmful/

A January 4 Chronicle of Higher Education Article: What It’s Like to Be Black at the U. of Missouri: Black students describe racial division, isolation, and prejudice at the U. of Missouri http://chronicle.com/article/What-Its-Like-to-Be-Black-at/234771

Social Class is Dead. Long Live Social Class! Stereotype Threat among Low Socioeconomic Status Individuals. Spencer, B., Castano, E. Soc Just Res (2007) 20:418-432 https://www.researchgate.net/publication/226584193_Social_Class_Is_Dead_Long_Live_SocialClass_St

The Ups and Downs of Attributional Ambiguity: Stereotype Vulnerability and the Academic Self-Knowledge of African American College Students. Aronson, J., Inzlicht, M. (2004) https://static1.squarespace.com/static/550b09eae4b0147d03eda40/t/5525f7d5e4b00afb743aef93/1428551637851/the-ups-and-downs-of-attributional-ambiguity.pdf

Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Aronson, J., Fried, C., & Good, C. (2002). Journal of Experimental Social Psychology, 38, 113-125.

Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat. Good, C., Aronson, J., & Inzlicht, M. (2003). Journal of Applied Developmental Psychology, 24, 645-662.

Stereotype threat and women's math performance. Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Journal of Experimental Social Psychology, 35, 4-28.

A threat in the air: How stereotypes shape the intellectual identities and performance of women and African-Americans. Steele, C. M. (1997). American Psychologist, 52, 613-629.

Thin ice: "Stereotype threat" and black college students. Steele, C. M. (1999, August). The Atlantic Monthly, 284(2), 44-47, 50-54.

Stereotype threat and the intellectual test performance of African-Americans. Steele, C. M., & Aronson, J. (1995). Journal of Personality and Social Psychology, 69, 797-811.

First Gen and Low-income students

Methods for Inclusion
First Generation Students Unite
How to Help First- Gen Students Succeed

Gender Diversity

Gender Diversity in the Classroom
A Foundation for Understanding Gender Differences
Gender Inclusive Language

Racial Diversity

It's Intuitively Obvious
Hard Truths About Race on Campus
The Truth About Rosa Parks and Why it Matters to your Diversity Initiative
Race Neutral Alternatives in American Education
Black Study, Black Struggle


6 Ways to be Antiracist, because being "not racist" is not enough (Mashable, June 2, 2020)
Allies and Antiracism by Project READY
How to be an Ally - Patrice Cullors
Ally vs Co-Conspirator - Betina Love (6:20)
Instagram: @betterallies 

Faculty Learning Community Resources

Access and Inclusion Project
What is Universal Design for Learning?

Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching : a guide for faculty. Retrieved from https://ebookcentral.proquest.com

Cook-Sather, A. (2011) Layered learning: student consultants deepening classroom and life lessons, Educational Action Research, 19:1, 41-57

Cox, M. D., & Richlin, L. (Eds.). (2004). Building faculty learning communities: new directionsfor teaching and learning, number 97 (Vol. 15). John Wiley & Sons.

Nugent, J. S., Reardon, R. M., Smith, F. G., Rhodes, J. A., Zander, M. J., & Carter, T. J. (2008).

Exploring faculty learning communities: Building connections among teaching, learning, and technology. International Journal of Teaching and Learning in Higher Education, 20(1), 51-58.

Rose, D. H., Harbour, W. S., Johnson, C. S., Daley, S. G., & Abaranell, L. (2008). Universal design for learning in postsecondary education. In S. E. Burgstahler & R. C. Cory (Eds.), Universal Design in Higher Education (pp. 45–60). Cambridge, MA

Ted Talks

What it Takes to be Racially Literate
The Beauty of Human Skin
The Urgency of Intersectionality


Inclusive Excellence
Not Just My Hijab


Sara Ahmed. On Being Included: Racism and Diversity in Institutional Life

Additional Resources

Taking the Measure of Faculty Diversity
Innovation Fosters Inclusive Teaching
Microaggressions: What You Need to Know
Addressing Diversity in the Stanford Math Classroom
Do Differences Make a Difference?
Bridging to Belonging