Chelsea Clarke's List: Resources Mentioned during February 17, 2013 Planning Meeting

Ford, K. A. (January 01, 2012). Shifting White ideological scripts: The educational benefits of inter- and intraracial curricular dialogues on the experiences of White college students. Journal of Diversity in Higher Education, 5, 3, 138-158.

“This study advances our understanding of how white students make sense of their own racial group membership and how they navigate cross-racial interactions in college; it also continues and extends national efforts to conduct and disseminate research on both the substantive nature and process of Inter-/Intra-Group Dialogues and their impact on students.” (Excerpt from journal abstract).

Goodman, D. (2001). Promoting diversity and social justice: Educating people from privileged groups. Thousand Oaks, Calif: Sage Publications.

"This book offers educational and psychological perspectives to inform practice and increase options in addressing conflict situations. The first part of the book helps the educator understand the reasons for resistance and ways to prevent it. The second part explains how educators motivate dominant groups to support social justice." (Excerpt from Publisher's summary).

Hurtado, S., ERIC Clearinghouse on Higher Education., & Association for the Study of Higher Education. (1999). Enacting diverse learning environments: Improving the climate for racial/ethnic diversity in higher education. Washington, DC: George Washington University Graduate School of Education and Human Development.

"Various student ethnic populations are likely to have very different conceptions of the campus community, and these conceptions have a significant impact on their experience of postsecondary education. All schools, but particularly those with increasingly diverse student populations, need to understand this and provide effective targeted supports that address the racial climate on campus. This report offers a detailed review of research on the impact of racial climate on student attitudes and outcomes and provides examples of programs schools have implemented to address the complexities of student diversity." (Excerpt from www.naspa.org).

Ibarra, R. A. (2001). Beyond affirmative action: Reframing the context of higher education. Madison, Wis: University of Wisconsin Press.

"How universities can grow stronger by completely rethinking and transforming themselves to serve, and benefit from, multiple constituencies. Why does academic culture, he asks, emphasize individual achievement over teamwork? Why do so many exams test discrete bits of knowledge rather than understanding of the big picture? Why is tenure awarded for scholarly publications rather than for sharing knowledge in diverse ways with students and a wider community? Why do undergraduates drop out? And why do so many bright graduate students and junior faculty-including many minorities, women, and some majority males-become disenchanted with academia or fail to be accepted and rewarded by the tenured faculty? Ibarra introduces a theory of "multicontextuality," which proposes that many people learn better when teachers emphasize whole systems of knowledge and that education can create its greatest successes by offering and accepting many approaches to teaching and learning." (Excerpt from Publisher's summary).

Kidder, T. (2003). Mountains Beyond Mountains: The Quest of Dr. Paul Farmer, a Man Who Would Cure the World. New York: Random House Imprint.

“This magnificent book shows how radical change can be fostered in situations that seem insurmountable, and it also shows how a meaningful life can be created, as Farmer—brilliant, charismatic, charming, both a leader in international health and a doctor who finds time to make house calls in Boston and the mountains of Haiti—blasts through convention to get results.” (Excerpt from Publisher’s summary).

Moody, J. A. (2012). Faculty diversity: Removing the barriers. New York: Routledge.

“Why do we see so little progress in diversifying faculty at America’s colleges, universities, and professional schools? Methods to improve faculty recruitment, retention, and mentorship, especially of under-represented women in science-related fields and non-immigrant minorities in all fields.” (Excerpt from Publisher’s summary).

Etienne, H. F. (2012). Pushing back the gates: Neighborhood perspectives on university-driven revitalization in West Philadelphia. Philadelphia: Temple University Press.

“As college and university administrators expand and develop their urban campuses, they have also become developers—and primary drivers—of neighborhood change. But how do institutions contend with urban real estate needs, revitalization opportunities, and community outreach? And how do the residents benefit? Pushing Back the Gates provides a lively discussion of neighborhood-level perspectives of the dynamic changes brought about by institutions' urban planning efforts.”(Excerpt from Publisher’s summary).

Sturm, S. (January 01, 2006). The Architecture of Inclusion: Advancing Workplace Equity in Higher Education. Harvard Journal of Law and Gender, 29, 2, 247-334.

This article develops a paradigm for advancing workplace equality when the problems causing racial and gender under-participation are structural, and the legal environment surrounding diversity initiatives is uncertain. (Excerpt from journal abstract).

Peet, M. R. (2006). We make the road by walking it: Critical consciousness, structuration, and social change.

“The Integrative Knowledge Collaborative, (IKC) is a group of educators and scholars dedicated to creating new forms of knowledge by advancing lifelong, authentic, and integrative learning and leadership development in higher education. The collaborative creates, shares, tests and refines innovative practices in teaching, learning and assessment and utilizes ePortfolios to foster the integration of different types of knowledge. Initial funding for IKC is being provided by the Fund for the Improvement of Postsecondary Education (U.S. Dept of Ed) and is led by the University of Michigan. (Melissa Peet, University of Michigan Ann Arbor, FIPSE Project Director)” (Excerpt from Integrative Knowledge Collaborative website, sites.google.com/site/generativeknowledge/ )

Digication portfolio project “e-Portfolios are platforms for students, teachers, alumni, and professionals to showcase their work and ideas. They are archives of learning, discovery, progress, achievement and reflection. A few uses of e-Portfolios include assessment, admissions, interactive resumes, student galleries, teacher resource sites, collaborative project portfolios, and research presentations.” (Excerpt from www.digication.com/ )

Díaz, J. (2007). The brief wondrous life of Oscar Wao. New York: Riverhead Books.

“Best-selling novel written by Dominican author Junot Díaz. Although a work of fiction, the novel is set in New Jersey where Díaz was raised and deals explicitly with his ancestral homeland's experience under dictator Rafael Trujillo.[1] It has received numerous positive reviews from critics and went on to win numerous prestigious awards in 2008, such as the National Book Critics Circle Award and the Pulitzer Prize for Fiction.[2]” (Excerpt from Publisher’s summary).

Steele, C. (2010). Whistling Vivaldi: And other clues to how stereotypes affect us. New York: W.W. Norton & Company.

“Exposing subjects to stereotypes impairs their performance in the area affected by the stereotype. Steele offers insight into how we form our senses of identity and ultimately lays out a plan for mitigating the negative effects of “stereotype threat” and reshaping American identities.” (Excerpt from Publisher’s summary).

Skloot, R. (2010). The immortal life of Henrietta Lacks. New York: Crown Publishers.

“Read about The Henrietta Lacks Foundation and its grants given to date in the New York Times here: “Returning the Blessings of An Immortal Life: Rebecca Skloot Seeks to Help Henrietta Lacks’s Descendants”. Also see: First Henrietta Lacks Foundation Grants Awarded” (Excerpt from Publisher’s summary).