Our course development resources are designed to aid faculty as they prepare to teach Difference, Power, and Oppression courses. The academic literature included in this list is only a sample of discipline/field-specific course development resources. Please contact us if you have a resource you'd like to see added to the list.

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Redesigning Syllabi to Create Antiracist Courses

Kilgo, D. B. (2021). Radically Transforming Programs and Syllabi. Teaching Race, 1.

Lo, R. S., & Mayorga, E. (2022). Redesigning Syllabi to Create Antiracist Courses. Teaching Ethics, 22(2).

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Science-Technology-Engineering-Math

Banks, J. A. (2006). Cultural diversity and education: Foundations, curriculum, and teaching (5th ed.). Pearson/Allyn and Bacon.

Battles, D., Reichard, J., Fredrick, J., & Franks, M. (2001). Environmental literacy for all students: Assessment of environmental science courses in a new core curriculum. Abstracts with Programs - Geological Society of America, 33(6), 242.

Bennett, J. E., & Sekaquaptewa, D. (2014). Setting an egalitarian social norm in the classroom: Improving attitudes towards diversity among male engineering students. Social Psychology of Education, 17(2), 343–355. https://doi.org/10.1007/s11218-014-9253-y

Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups. Journal of Research in Science Teaching, 51(5), 555–580. https://doi.org/10.1002/tea.21146

Espinosa, L. L. (2011). Pipelines and Pathways: Women of Color in Undergraduate STEM Majors and the College Experiences That Contribute to Persistence. Harvard Educational Review, 81(2), 209–241. https://doi.org/10.17763/haer.81.2.92315ww157656k3u

George, Y. S., Neale, D. S., Van Horne, V., & Malcom, S. M. (2001). In pursuit of a diverse science, technology, engineering and mathematics workforce: Recommended research priorities to enhance participation by underrepresented minorities. American Association for the Advancement of Science.

GROUP, T. B. A. G. S. (1988). The Importance of Feminist Critique for Contemporary Cell Biology. Hypatia, 3(1), 61–76. https://doi.org/10.1111/j.1527-2001.1988.tb00056.x

Gurung, R. A. R. (2009). Getting Culture: Incorporating Diversity Across the Curriculum. Taylor & Francis Group.

Johnson, D. R. (2011). Women of color in science, technology, engineering, and mathematics (STEM). New Directions for Institutional Research, 2011(152), 75–85. https://doi.org/10.1002/ir.410

Joyner, F. F., Mann, D. T., & Harris, T. (2012). Engineering As A Social Activity: Preparing Engineers To Thrive In The Changing World Of Work. American Journal of Engineering Education, 3(1), 67–82. https://doi.org/10.19030/ajee.v3i1.6890

Leggon, C. B. (2006). Women in Science: Racial and Ethnic Differences and the Differences They Make. The Journal of Technology Transfer, 31(3), 325–333. https://doi.org/10.1007/s10961-006-7204-2

Mills, J., & Ayre, M. (2003). Implementing an Inclusive Curriculum for Women in Engineering Education. Journal of Professional Issues in Engineering Education and Practice, 129(4), 203–210. https://doi.org/10.1061/(ASCE)1052-3928(2003)129:4(203)

O’Neil, C. (2016). Weapons of math destruction: How big data increases inequality and threatens democracy (First edition.). Crown.

Rosser, S. V. (1993). FEMALE FRIENDLY SCIENCE: INCLUDING WOMEN IN CURRICULAR CONTENT AND PEDAGOGY IN SCIENCE. The Journal of General Education (University Park, Pa.), 42(3), 191–220.

Settles, I. H., O’Connor, R. C., & Yap, S. C. Y. (2016a). Climate Perceptions and Identity Interference Among Undergraduate Women in STEM: The Protective Role of Gender Identity. Psychology of Women Quarterly, 40(4), 488–503. https://doi.org/10.1177/0361684316655806

Settles, I. H., O’Connor, R. C., & Yap, S. C. Y. (2016b). Climate Perceptions and Identity Interference Among Undergraduate Women in STEM: The Protective Role of Gender Identity. Psychology of Women Quarterly, 40(4), 488–503. https://doi.org/10.1177/0361684316655806

Spanier, B., Educational Resources Information Center, & Muzino, J. N. (1997). Balancing the Curriculum in the Biological Sciences. In Biology: CUNY panel: Rethinking the disciplines (pp. 43–55). National Center for Curriculum Transformation Resources on Women.

Strayhorn, T. L. (2010). Undergraduate research participation and STEM graduate degree aspirations among students of color. New Directions for Institutional Research, 2010(148), 85–93. https://doi.org/10.1002/ir.364

Voltz, D. L., Sims, M. J., Nelson, B., & Bivens, C. (2008). Engineering Successful Inclusion in Standards-Based Urban Classrooms. Middle School Journal, 39(5), 24–30. https://doi.org/10.1080/00940771.2008.11461650