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Bibliography

Introduction

Bentrim, E. & Henning, G. W. (2022). The impact of a sense of belonging in college: Implications for student persistence, retention, and success. New York, NY: Routledge.

Gannon, K. (2018, Feb. 27). “The case for inclusive teaching.” The Chronicle of Higher Education.

Gopalan, M., & Brady, S. T. (2020). “College students’ sense of belonging: A national perspective.” Educational Researcher, 49(2), 134-137.

Keller, J. and Lyndgaard, K. (2017). “A brief taxonomy of inclusive pedagogies: What faculty can do differently to teach more inclusively.” Headwaters, 30, 64-82.

Marx, R. A., Maffini, C. S., & Peña, F. J. (2022). “Understanding nonbinary college students’ experiences on college campuses: An exploratory study of mental health, campus involvement, victimization, and safety.” Journal of Diversity in Higher Education.

U.S. Department of Education, National Center for Education Statistics, Higher Education General Information Survey (HEGIS), “Fall Enrollment in Colleges and Universities” surveys, 1976 and 1980; Integrated Postsecondary Education Data System (IPEDS), “Fall Enrollment Survey” (IPEDS-EF:90-99); IPEDS Spring 2001 through Spring 2018, Fall Enrollment component; and Enrollment in Degree-Granting Institutions by Race/Ethnicity Projection Model, 1980 through 2028.

Vaccaro, A. & Newman, B. M. (2016). "Development of a sense of belonging for privileged and minoritized students: An emergent model." Journal of College Student Development, 57(8).

Zumbrunn S., McKim C., Buhs E., Hawley L. R. (2014). “Support, belonging, motivation, and engagement in the college classroom: A mixed method study.” Instructional Science, 661-684.

Principle 1

Bucholtz, M. & Hall, K. (2005). “Identity and interaction: a sociocultural linguistic approach.” Discourse Studies, 7, 585–614.

Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury Publishing USA. 

Galvin, K. M. (1999). “Classroom roles of the teacher.” In A. L. Vangelisti, J. A. Daly, & G. W. Friedrich (Eds.), Teaching communication: Theory, research, and methods (2nd ed., pp. 243-255). Lawrence Erlbaum.

Helms, J. E., & Cook, D. A. (1999). Using race and culture in counseling and psychotherapy: Theory and process. Allyn & Bacon.

Knezz, S. N. (2019). “Drawing a new scientist: Why I come out to my chemistry class.” Journal of Chemical Education, 96(5), 827-829.

McKinney, C. & Norton, B. (2008). “Identity in language and literacy education.” In Spolsky, B. & Hult, F.: The handbook of educational linguistics. Blackwell.

Niemann, Y. F. (2012). “Lessons from the experiences of women of color working in academia.” Presumed incompetent: The intersections of race and class for women in academia, 446-499.

Pittman, C. T. (2010). “Race and gender oppression in the classroom: The experiences of women faculty of color with white male students.” Teaching Sociology, 38(3), 183-196.

Pittman, C. T. (2012). “Racial microaggressions: The narratives of African American faculty at a predominantly White university.” Journal of Negro education, 81(1), 82-92.

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

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

Tajfel, H., & Turner, J. C. (1986). “The social identity theory of intergroup behavior.” In S. Worchel & W. G. Austin (Eds.), Psychology of Intergroup Relations (2nd ed., pp. 7-24). Nelson-Hall.

Tajfel, H., & Turner, J. C. (2004). “The social identity theory of intergroup behavior.” In J. T. Jost & J. Sidanius (Eds.), Key readings in social psychology. Political psychology: Key readings (pp. 276-293). Psychology Press.

Weinstein, G., & Obear, K. (1992). “Bias issues in the classroom: Encounters with the teaching self.” New Directions for Teaching and Learning, 52, 39-50.

Principle 2

Armstrong, M. A. (2011). “Small world: Crafting an inclusive classroom (no matter what you teach).” Thought & Action: The NEA Higher Education Journal, 51-61.

Ashwin, P., Boud, D., Calkins, S., Coate, K., Hallett, F., Light, G., ... & McCune, V. (2020). Reflective teaching in higher education. Bloomsbury Academic.

Brown, E. M., Liu, T., Baraka, M., Yeboah, M., Fang, T., Chang, J., ... & Jones, D. C. (2023). “Self-protective strategies used by Asian and Black psychology and counselor education faculty who teach multicultural competence courses.” Training and Education in Professional Psychology, 17(2), 200.

Collier, P. J., & Morgan, D. L. (2008). “Is that paper really due today?”: Differences in first-generation and traditional college students’ understandings of faculty expectations. Higher education, 55(4), 425-446. 

Flores Niemann, Y. (2012). “Lessons from the experiences of women of color working in academia.” In Presumed incompetent: The intersections of race and class for women in academia, 446-499.

Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury Publishing USA.

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.

Ladson-Billings, G. (1995). “Toward a theory of culturally relevant pedagogy.” American Educational Research Journal, 32(3), 465-491.

Lee, A., Poch, R., Shaw, M., & Williams, R. (2012). Engaging diversity in undergraduate classrooms: A pedagogy for developing intercultural competence. John Wiley & Sons. 

Lundberg, C. A., Kim, Y. K., Andrade, L. M., & Bahner, D. T. (2018). “High expectations, strong support: Faculty behaviors predicting Latina/o community college student learning.” Journal of College Student Development, 59(1), 55-70.

McGowan, B. L., Jones, C. T., Boyce, A. S., & Watkins, S. E. (2021). “Black faculty facilitating difficult dialogues in the college classroom: A cross-disciplinary response to racism and racial violence.” The Urban Review, 53(5), 881-903.

Sambell, K. & McDowell, L. (1998). “The construction of the hidden curriculum: Messages and meanings in the assessment of student learning.” Assessment and Evaluation in Higher Education, 23(4), 391-392.

Semper, J. V. O., & Blasco, M. (2018). “Revealing the hidden curriculum in higher education.” Studies in Philosophy and Education, 37(5), 481-498.

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Prentice-Hall.

Principle 3

Celedón-Pattichis, S. et al (2018). “Assets-based approaches to equitable mathematics education research and practice.” Journal for Research in Mathematics Education, 49(4), 373.

Gosselin, J., & Gagne, A. (2014). Differentiated evaluation: An inclusive evaluation strategy aimed at promoting student engagement and student learning in undergraduate classrooms. Higher Education Quality Council of Ontario.

Griffin, W., Cohen, S. D., Berndtson, R., Burson, K. M., Camper, K. M., Chen, Y., & Smith, M. A. (2014). “Starting the conversation: An exploratory study of factors that influence student office hour use.” College Teaching, 62(3), 94–99.

Guerrero, M., & Rod, A. B. (2013). “Engaging in office hours: A study of student-faculty interaction and academic performance.” Journal of Political Science Education, 9(4), 403-416.

Headden, S., & McKay, S. (2015, July). Motivation matters: How new research can help teachers boost student engagement. Carnegie Foundation for the Advancement of Teaching.

Johnson, K. (2019). “Implementing inclusive practices in an active learning STEM classroom.” Advances in Physiology Education, 43(2), 209.

Lopez, F. A. (2017). “Altering the trajectory of the self-fulfilling prophecy: Asset-based pedagogy and classroom dynamics.” Journal of Teacher Education, 68(2), 193-212.

Ryan, R. M., & Deci, E. L. (2000). “Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.” American Psychologist, 55(1), 68-78.

Smith, M., Chen, Y., Berndtson, R., Burson, K. M., & Griffin, W. (2017). “Office hours are kind of weird”: Reclaiming a resource to foster student-faculty interaction. InSight: A Journal of Scholarly Teaching, 12(1), 14-29.

Principle 4

Chambliss, D., & Takacs, C. (2014). How college works. Harvard University Press.

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Jack, A. A. (2019). The privileged poor: How elite colleges are failing disadvantaged students. Harvard University Press, p. 125.

Li R., Che Hassan N., Saharuddin N. (2023). “College student's academic help-seeking behavior: A systematic literature review.” Behav Sci (Basel), 2023 Jul 31;13(8):637.

Lundberg, C. A., Kim, Y. K., Andrade, L. M., & Bahner, D. T. (2018). “High expectations, strong support: Faculty behaviors predicting Latina/o community college student learning.” Journal of College Student Development, 59(1), 68.

Means, D. R., & Pyne, K. B. (2017). “Finding my way: Perceptions of institutional support and belonging in low-income, first-generation, first-year college students.” Journal of College Student Development, 58(6), 907-924.

Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2). Jossey-Bass.

Principle 5

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.

Barr, J. (2016). “Developing a positive classroom climate.” The IDEA Center. IDEA Paper #61.

Davis, B. G. (2009). Tools for teaching (2nd ed.). John Wiley & Sons.

hooks, b. (2003). Teaching community: a pedagogy of hope. Routledge.

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.

King, G. P., Russo-Tait, T., & Andrews, T. C. (2023). “Evading race: STEM faculty struggle to acknowledge racialized classroom events.” CBE—Life Sciences Education, 22(1), ar14.

Lee, A., Poch, R., Shaw, M., & Williams, R. (2012). Engaging diversity in undergraduate classrooms: A pedagogy for developing intercultural competence. John Wiley & Sons.

Rodriguez, S. L., & Blaney, J. M. (2021). “We’re the unicorns in STEM: Understanding how academic and social experiences influence sense of belonging for Latina undergraduate students.” Journal of Diversity in Higher Education, 14(3), 441.

Sue, D. W., Lin, A. I., Torino, G. C., Capodilupo, C. M., & Rivera, D.P. (2009). “Racial microaggressions and difficult dialogues on race in the classroom.” Cultural Diversity and Ethnic Minority Psychology, 15(2), 183.

Sue, D. W., Alsaidi, S., Awad, M. N., Glaeser, E., Calle, C. Z., & Mendez, N. (2019). “Disarming racial microaggressions: Microintervention strategies for targets, White allies, and bystanders.” American Psychologist, 74(1), 128-142.

Tsukada, H., & Perreault, A. (2016). “Complicating how classroom climate works: Advancing the framework.” Transformative Dialogues: Teaching and Learning Journal, 9(2).

Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. ASCD (Association for Supervision and Curriculum Development).

Principle 6

Ben-Moshe, L., Cory, R., Feldbaum, M., & Sagendorf, K. (Eds.) (2005). Building pedagogical curb cuts: Incorporating disability in the university classroom and curriculum. Syracuse University Press.

Bui, D. C., & McDaniel, M. A. (2015). “Enhancing learning during lecture note-taking using outlines and illustrative diagrams.” Journal of Applied Research in Memory and Cognition, 4(2), 129-135.

Bybee, R., Taylor, J. A., Gardner, A., et al (2006). The BSCS 5E instructional model: Origins and effectiveness; A report prepared for the Office of Science Education, National Institutes of Health. BSCS.

Dewey, J. (2007). Democracy and education (1916, 2007). The Echo Library.

Ellsworth, E. (1989). “Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy.” Harvard Educational Review, 59(3), 297-324.

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (revised and updated). Jossey-Bass.

Fox-Genovese, E. (1992). Feminism without illusion: A critique of individualism. University of North Carolina Press.

Freire, P. (2018). Pedagogy of the oppressed (1997, 2018). Bloomsbury Publishing USA.

Giroux, H. (2001). Public spaces, private lives: Beyond the culture of cynicism. Rowman & Littlefield.

Harris, M. and Fallot, R. (Eds.) (2001). Using trauma theory to design service systems: New directions for mental health services. Jossey-Bass.

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge. 

Imad, M. (2022). “Our brains, emotions, and learning: Eight principles of trauma-informed teaching.” In P. Thompson & J. Carello (Eds.), Trauma-Informed Pedagogies: A Guide for Responding to Crisis and Inequality in Higher Education (pp. 35-47). Palgrave Macmillan. 

Ladson-Billings, G. J. (2003). “It’s your world, I’m just trying to explain it: Understanding our epistemological and methodological challenges.” Qualitative Inquiry, 9(1), 5-12.

Nocella, A. (2008). “Emergence of disability pedagogy.” Journal for Critical Education Policy Studies, 6(2), 77-94. 

Krasnoff, B. (n.d.). A practitioner’s guide to educating traumatized children. Education Northwest.

Sanger, C. (2020). “Inclusive pedagogy and universal design approaches for diverse learning environments.” In Sanger, C., Gleason, N. (Eds.), Diversity and inclusion in global higher education (pp.31-71). Palgrave.

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Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Prentice-Hall.

Principle 7

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). Jossey-Bass.

Brookfield, S. (1995). Becoming a critically reflective teacher. Jossey-Bass.

Davis, B. G. (2009). Tools for teaching (2nd ed.). Jossey-Bass.

Sadker, M., & Sadker, D. (1992). “Ensuring equitable participation in college classes.” In L. L. B. Border and N. V. N. Chism (eds.), Teaching for diversity: New directions for teaching and learning, no. 49. Jossey-Bass.

Florian, L. & Beaton, M. C. (2018). “Inclusive pedagogy in action: Getting it right for every child.” International Journal of Inclusive Education, 22(8), 870-884.

Glasswell, K., & Ryan, J. (2017). “Reflective practice in teacher professional standards: Reflection as mandatory practice.” In Reflective theory and practice in teacher education (pp. 3-26). Springer.

Hurney, Harris, Prins, & Kruck (2014). “The impact of a learner-centered mid-semester course evaluation on students.” Journal of Faculty Development, 28(3), 55-62.

Hutchings, P. (1996). Making teaching community property: A menu for peer collaboration and peer review. Stylus.

Ladson-Billings, G. (1999). “Preparing teachers for diverse student populations: A critical race theory perspective.” Review of Research in Education, 24, 211–247. 

Lee, A., Poch, R., Shaw, M., & Williams, R. (2012). Engaging diversity in undergraduate classrooms: A pedagogy for developing intercultural competence. John Wiley & Sons.

Loughran, J. J. (2002). “Effective reflective practice: In search of meaning in learning about teaching.” Journal of Teacher Education, 53(1), 33-43.

Mayhew, M. J., & DeLuca Fernández, S. D. (2007). “Pedagogical practices that contribute to social justice outcomes.” Review of Higher Education, 31(1), 55–80.

Stenberg, S., & Lee, A. (2002). “Developing pedagogies: Learning the teaching of English.” College English, 64(3), 326–347.

Principle 8

Ambrose, S. A., Bridges, M. W., DiPietro, M. & Lovett, M. C. (2010). How learning works: Seven research-based principles for smart teaching. Jossey Bass.

Armstrong, M. A. (2011). “Small world: Crafting an inclusive classroom (no matter what you teach).” Thought and Action: The NEA Higher Education Journal, 51-61.

Brookfield, S. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.

Danowitz, M. A., and Tuitt, F. A. (2011). “Enacting inclusivity through engaged pedagogy: A higher education perspective.” Equity and Excellence in Education, 44(1), 40-56.

Dewsbury, B. and Brame, C. (2019). “Inclusive teaching.” CBE-Life Sciences Education, 18, 1-5.

Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury Publishing USA.

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.

Love, B. (2020). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. New York: Beacon Press.

Steele, C. (2011). Whistling Vivaldi: How stereotypes affect us and what we can do. W. W. Norton.

Sue, D. W. (2010). Microaggressions in everyday life: Race, gender, and sexual orientation. Wiley. 

Tatum, B. (2003). “Why are all the Black kids sitting together in the cafeteria?”: A psychologist explains the development of racial identity (rev. ed.). Basic Books.

Wilson-Kennedy, Z., Payton-Stewart, F., & Winfield, L. (2020). “Towards intentional diversity, equity, and respect in chemistry research and practice.” Journal of Chemistry Education, 97(8), 2041-2044.