- Indiana University at Bloomington: Instructional Consulting
Instructional Consulting at the School of Education, Indiana University at Bloomington. Inclusive Teaching Tips for all diversity areas.
University of Maryland, College Park Diversity Database
http://www.inform.umd.edu/EdRes/Topic/Diversity/ The University of Maryland's Diversity Database is a comprehensive index of multicultural and diversity resources.
Books, Book Chapters, & Journal Articles:
- Adams, M., Bell, L. A., & Griffin, P. (1997). Teaching for diversity and social justice : a sourcebook. New York: Routledge.
Teaching for Diversity and Social Justice is a much needed resource that addresses the need to facilitate communication and understanding between members of diverse social groups. It provides a unified framework by which students can engage and critically analyze several forms of social oppression and discrimination. (from Amazon.com)
Council for the Advancement of Standards in Higher Education., Miller, T. K., & Council for the Advancement of Standards for Student Services/Development Programs. (1997). The book of professional standards for higher education. Washington, DC: Council for the Advancement of Standards in Higher Education. CAS, the Council for the Advancement of Standards in Higher Education, has been the pre-eminent force for promoting standards in student affairs, student services, and student development programs since its inception in 1979. For the ultimate purpose of fostering and enhancing students' learning and achievement academically, psychologically, physically, socially, and in general, to promote good citizenship, CAS continues to create and deliver a dynamic and credible "Blue Book" of Standards and Guidelines and Self-Assessment Guides that lead to a host of quality-controlled programs and services. These respond to real-time student needs, the requirements of sound pedagogy, and the effective management of 29 functional areas, consistent with institutional missions. (from CAS.edu)
Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college : theory, research, and practice (1st ed.). San Francisco: Jossey-Bass Publishers. This sweeping resource gathers together in one volume the diverse body of theory informing our understanding of students' intellectual, cognitive, social, moral, and identity development during the college years. It critically examines the recent body of theory that reflects the changes, complexity, and diversity of today's campuses with special emphasis on gAnder and cultural differences in student development. (from Amazon.com)
Flowers, L. A. (2003). Diversity issues in American colleges and universities : case studies for higher education and student affairs professionals. Springfield, Ill.: C.C. Thomas. The primary objective of this book is to help higher education and student affairs graduate students as well as current higher education and student affairs professionals practice and refine thinking skills needed to resolve diversity-related issues and problems on college and university campuses. Within each chapter the author has included case studies that address all of the different aspects of diversity and the following functional areas within higher education and student affairs: academic advising, administration, admissions, career services, counseling and psychological services, financial aid, Greek affairs, international education, institutional research, judicial affairs, multicultural affairs, orientation services, residence life, student activities, student development in the two-year college, teaching, and wellness and student health. The case studies are designed to serve as a useful starting point to enable students and professionals to practice examining and thoughtfully articulating appropriate plans of action in response to the issues presented in each. (from C. C. Thomas Publishers)
Komives, S. R., & Woodard, D. (2003). Student services : a handbook for the profession (4th ed.). San Francisco: Jossey-Bass.
- Loewen, J. W. (1996). Lies my teacher told me : everything your American history textbook got wrong (1st Touchstone ed.). New York: Simon & Schuster.
Americans have lost touch with their history, and in this thought-provoking book, Professor James Loewen shows why. After surveying twelve leading high school American history texts, he has concluded that not one does a decent job of making history interesting or memorable. Marred by an embarrassing combination of blind patriotism, mindless optimism, sheer misinformation, and outright lies, these books omit almost all the ambiguity, passion, conflict, and drama from our past. (from Amazon.com)
McEwen, M., & Roper, L. D. (1994). Incorporating multiculturalism into student affairs preparation programs: Suggestions from the literature. Journal of College Student Development, 35(1), 46-52. Analyzes and presents suggestions from the literature for integrating multicultural knowledge and experiences into student affairs preparation programs at the master's degree level. Twelve content areas relating to higher education; student affairs; and work with individuals, groups, and organizations provide array for organizing these suggestions (from EBSCO)
Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in student affairs (1st ed.). San Francisco: Jossey-Bass. oday’s leaders in higher education are focused on creating multicultural campuses. However, most higher education and student affairs professionals receive limited training for understanding the complexity of multicultural issues. If multiculturalism is to flourish on college campuses, education professionals must develop the sensitivity and awareness in affirming relevant multicultural issues and develop the skills needed to offer meaningful services to all their students. Multicultural Competence in Student Affairs is a unique resource that offers student affairs practitioners and faculty a guide that features a model of core competencies that embraces the broad scope of multicultural issues including race, class, religion, gender, sexual orientation, age, and abilities. (from Amazon.com)
Reynolds, A. L. P., Raechele L. (1991). The complexities of diversity: Exploring multiple oppressions. Journal of Counseling and Development, 70(1), p. 174-180. Presents brief review and critique of identity development and acculturation models. Examines issues through lens of Afrocentric psychology, which offers broader perspective of human diversity and identity. Several case examples of individuals experiencing multiple identities and multiple oppression are explored to illustrate complexities of identity. Discusses implications for counseling, training, and research. (from EBSCO research database)
Rhoads, R. A. B., M. A. (1995). Student affairs practitioners as transformative educators: Advancing a critical cultural perspective. Journal of College Student Development, 36(5), p. 413-421. A different way of conceptualizing the practice of student affairs is described. Benefits of a critical cultural perspective for student affairs practitioners are considered. The work of educators who seek to transform institutional cultures and establish an ethic of care and democratic principles as central organizing concepts is examined. (from EBSCO research database)
Takaki, R. T. (1993). A different mirror : a history of multicultural America (1st ed.). Boston: Little, Brown & Co. YA-Takaki traces the economic and political history of Indians, African Americans, Mexicans, Japanese, Chinese, Irish, and Jewish people in America, with considerable attention given to instances and consequences of racism. The narrative is laced with short quotations, cameos of personal experiences, and excerpts from folk music and literature. (from Amazon.com)
Woolbright, C. (1989). Valuing diversity on campus : a multicultural approach. Bloomington, Ind. (400 E. 7th St., Bloomington 47405): Association of College Unions-International. This monograph opens with an overview of racism, diversity, and culture by Judith Katz. Six chapters deal with racial-ethnic groups, gay and lesbian issues, and religious concerns on campuses. The book closes with Fred Jefferson’s four-stage model for multicultural awareness. (from acui.org)