References
Developing self-awareness
- Bell, L.A., Washington, S., Weinstein, G. and Love, B. (1997). Knowing ourselves as instructors in Teaching for diversity and social justice. New York: Routledge
- Rodgers, C.R. and Scott, K.H. (2008). The development of the personal self and professional identity in learning to teach in Handbook of Research on Teacher Education ed. Cochran-Smith, M. Feiman-Nemser, McIntyre, D.J., and Demers, K.E. (Abingdon: Routledge).
- Weinstein, G. and Obear, K. (1992). Bias issues in the Classroom: Encounters with the teaching self. New Directions for Teaching and Learning. 52, 39-50.
Developing empathy
- Bernier, A., Larose, S. and N. Soucy. (2005). Academic mentoring in college: The interactive role of student’s and mentor’s interpersonal dispositions. Research in Higher Education 46, 29-51.
- Cole, D. (2008). Constructive Criticism: The role of student-faculty interactions on African-American and Hispanic students’ educational gains. Journal of College Student Development 49, 587-609.
- Gonsalves, L. M. (2002). Addressing the pitfalls of white faculty/black male student communication. College Composition and Communication 53, 435-465.
- Newman, C. B. (2011). Engineering Success: the role of faculty relationships with African-American undergraduates. Journal of Women and Minorities in Science and Engineering. Vol 17, 193-207.
Classroom Climate
- Barnes, M. E., Truong, J. M., & Brownell, S. E. (2017). Experiences of Judeo-Christian students in undergraduate biology. CBE Life Sci Educ 16: ar15.
- Boyer, E. L. (1987). College: The undergraduate experience in America. New York: Harper & Row.
- Brown, B. A., Henderson, J. B., Gray, S., Donovan, B., Sullivan, S., Patterson, A., & Waggstaff, W. (2016). From description to explanation: an empirical exploration of the African-American pipeline problem in STEM. Journal of Research in Science Teaching, 53(1), 146–177.
- Chang, M. J., Eagan, M. K., Lin, M. H., & Hurtado, S. (2011). Considering the impact of racial stigmas and science identity: Persistence among biomedical and behavioral science aspirants. Journal of Higher Education, 82, 564-596.
- Davies, P.G., Spencer, S.J., Steele, C.M. (2005). Clearing the air: Identity safety moderates the effects of stereotype threat on women’s leadership aspirations. Journal of Personal and Social Psychology, 88, 276-287.
- DeSurra, C. J., and K.A. Church. November 1994. Unlocking the classroom closet: Privileging the marginalized voices of gay/lesbian college students. Paper presented at the Annual Meeting of the Speech Communication Association: New Orleans, LA.
- Elliott, D., Gamino, M., and Jenkins, J.J. (2016). Creating community in the college classroom: Best practices for increased student success. International Journal of Education and Social Science 3 (6): 29-41.
- Ferreira, M. (2003). Gender issues related to graduate student attrition in two science departments. International Journal of Science Education, 25, 969–989.
- Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007). Sense of belongingness of college freshmen at the classroom and campus levels. Journal of Experimental Education, 75, 203–220.
- Grunspan, D.Z., Eddy, S.L., Brownell, S.E., Wiggins, B.L., Crowe, A.J., and Goodreau, S.M. (2016). Males under-estimate academic performance of their female peers in undergraduate biology classrooms. PLoS ONE 11(2): e0148405.
- Hall, R. M., & Sandler, B. R. (1984). Out of the Classroom: A Chilly Climate for Women? Washington, DC: Association of American Colleges, Project on the Status and Education of Women.
- Hurtado, S. & Guillermo-Wann, C. (2013). Diverse Learning Environments: Assessing and Creating Conditions for Student Success – Final Report to the Ford Foundation. University of California, Los Angeles: Higher Education Research Institute.
- Hurtado, S., Han, J. C., Sáenz, V. B., Espinosa, L. L., Cabrera, N. L., & Cerna, O. S. (2007). Predicting transition and adjustment to college: Biomedical and behavioral science aspirants’ and minority students’ first year of college. Research in Higher Education, 48(7), 841–887.
- McKinney, J.P., McKinney, K.G., Franiuk, R., and Schweitzer, J. (2006) The college classroom as a community: Impact on student attitudes and learning. College Teaching: 54 (3): 281-284.
- Pascarella, E.T., Whitt, E.J., Edison, M.I., Nora, A., and Hagedorn, L.S. (1997). Women’s perceptions of a “chilly climate” and their cognitive outcomes during the first year of college. Journal of College Student Development 38, 109-124.
- Pennington, C.R., Heim, D, Levy, A.R., and Larkin, D.T. (2016). Twenty years of stereotype threat research: A review of psychological mediators. PLoS ONE 11(1): e0146487.
- Ramsey, L. R., Betz, D. E., & Sekaquaptewa, D. (2013). The effects of an academic environment intervention on science identification among women in STEM. Social Psychology of Education, 16, 377-397.
- Rios, K., Cheng, Z. H., Totton, R. R., Shariff, A. F. (2015). Negative stereotypes cause Christians to underperform in and disidentify with science. Social Psychological and Personality Science, 6, 959-967.
- Sandler, B. R., Silverberg, L. A., & Hall, R. M. (1996). The chilly classroom climate: A guide to improve the education of women. National Association for Women in Education.
- Schinske, J.N., Perkins, H., Snyder, A., & Wyer, M. (2017). Scientist Spotlight homework assignments shift students’ stereotypes of scientists and enhance science identity in a diverse introductory science class. CBE—Life Sciences Education, 15, 1-18.
- Smith, J. L., Lewis, K. L., Hawthorne, L., & Hodges, S. D. (2013). When trying hard isn’t natural: Women’s belonging with and motivation for male-dominated STEM fields as a function of effort expenditure concerns. Personality and Social Psychology Bulletin, 39, 131-143.
- Steele, C.M. (2010). Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do. New York, NY: W.W. Norton & Co.
- Strayhorn, T. L. (2012). College students’ sense of belonging: a key to educational success for all students. New York: Sage.
- Wenzel, T.J. (2002). Controlling the climate in your classroom. Analytical Chemistry 75, 311A-314A.
- Whitt, E., Edison, M.I., Pascarella, E., & Terenzini, P.T. (1999). Women’s perceptions of a “chilly climate” for women and cognitive outcomes in college: Additional evidence. Journal of College Student Development, 40, 163-177.
- 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, 42, 661-684.
Pedagogical choices
- Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94, 545–561.
- Ballen, C.J., Wieman, C., Salehi, S., Searle, J.B., and Zamudio, K.R. (2017). Enhancing diversity in undergraduate science: Self-efficacy drives performance gains with active learning. CBE—Life Sciences Education 16: ar56, 1-6.
- Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self‐determination theory perspective. Science Education, 84, 740-756.
- Brown, B. A., Henderson, J. B., Gray, S., Donovan, B., Sullivan, S., Patterson, A., & Waggstaff, W. (2016). From description to explanation: an empirical exploration of the African-American pipeline problem in STEM. Journal of Research in Science Teaching, 53(1), 146–177.
- Chemers, M. M., Zurbriggen, E. L., Syed, M., Goza, B. K., & Bearman, S. (2011). The role of efficacy and identity in science career commitment among underrepresented minority students. Journal of Social Issues, 67(3), 469–491.
- Cohen, G., Steele, C., Ross, L. (1999). The mentors’ dilemma: Providing critical feedback across the racial divide. Personality and Social Psychology Bulletin, 25, 1302–1318.
- Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218.
- Broda, M., Yun, J. Schneider, B., Yeager, D.S., Walton, GM., and Diemer, M. (2018). Reducing inequality in academic success for incoming college students: A randomized trial of growth mindset and belonging interventions. Journal of Research on Educational Effectiveness 11, 317-338.
- Cooper, K.M., Haney, B., Krieg, A., & Brownell, S.E. (2017). What’s in a name? The importance of students perceiving that an instructor knows their names in a high-enrollment biology classroom. CBE—Life Sci Educ 16(1). pii: ar8.
- Davies, P.G., Spencer, S.J., Steele, C.M. (2005). Clearing the air: Identity safety moderates the effects of stereotype threat on women’s leadership aspirations. Journal of Personal and Social Psychology, 88, 276-287.
- Eddy, Brownell, Thummaphan, Lan, and Wenderoth (2015). Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions. CBE—LSE 14: ar45.
- Eddy, S.L., Brownell, S.E., and Wenderoth, M.P. (2014). Gender gaps in achievement and participation in multiple introductory biology classrooms. CBE—Life Sciences Education 13, 478-492.
- Eddy, S.L. and Hogan, K.A. (2014). Getting under the hood: How and for whom does increasing course structure work? CBE—Life Sciences Education 13, 453-468.
- Freeman, S., Haak, D., and Wenderoth, M.P. (2011). Increased course structure improves performance in introductory biology. CBE Life Sciences Education 10, 175-186.
- Hall, N., & Webb, D. (2014). Instructors’ support of student autonomy in an introductory physics course. Physical Review Special Topics-Physics Education Research, 10, 1-22.
- Harackiewicz, J. M., & Hulleman, C. S. (2010). The importance of interest: the role of achievement goals and task values in promoting the development of interest. Social and Personality Psychology Compass, 4, 42-52.
- Hamish, R.J. & Bridges, K. R. (2011). Effect of syllabus tone: students’ perceptions of instructor and course. Social Psychology of Education: An International Journal 14: 319-330.
- Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326, 1410-1412.
- Hurtado, S., Han, J. C., Sáenz, V. B., Espinosa, L. L., Cabrera, N. L., & Cerna, O. S. (2007). Predicting transition and adjustment to college: Biomedical and behavioral science aspirants’ and minority students’ first year of college. Research in Higher Education, 48(7), 841–887.
- Hurtado, S., & Ruiz, A. (2012). The climate for underrepresented groups and diversity on campus. American Academy of Political and Social Science, 634(1), 190–206
- Jordt, H., Eddy, S.L., Brazil, R., Lau, I., Mann, C., Brownell, S.E., King, K., and Freeman, S. (2017). Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes. CBE Life Sci Educ. 2017 Fall;16(3). pii: ar41. doi: 10.1187/cbe.16-12-0351.
- McIntyre, R. B., Paulson, R., & Lord, C. (2003). Alleviating women’s mathematics stereotype threat through salience of group achievements. Journal of Experimental Social Psychology, 39, 83-90.
- Miyake, A., Kost-Smith, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A. (2010). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science, 330, 1234-1237.
- Morris, L.K. and Daniel, L.G. (2008). Perceptions of a chilly climate: Differences in traditional and non-traditional majors for women. Research in Higher Education 49, 256-273.
- Schinske, J.N., Perkins, H., Snyder, A., & Wyer, M. (2017). Scientist Spotlight homework assignments shift students’ stereotypes of scientists and enhance science identity in a diverse introductory science class. CBE—Life Sciences Education, 15, 1-18.
- Stout, J. G., Dasgupta, N., Hunsinger, M., & McManus, M. A. (2011). STEMing the tide: using ingroup experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM). Journal of Personality and Social Psychology, 100(2), 255.
- Tanner, K. (2013). Structure Matters: Twenty-one teaching strategies to promote student engagement and cultivate classroom equity. CBE—Life Sciences Education, 12(13), 322-331.
- Trujillo, G., & Tanner, K. D. (2014). Considering the role of affect in learning: Monitoring students’ self-efficacy, sense of belonging, and science identity. CBE—Life Sciences Education, 13(1), 6-15.
- Usher, E.L. & Pajares, F. (2008). Sources of self-efficacy in school: critical review of the literature and future directions. Review of Educational Research 78: 751-796.
- Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331, 1447-1451.
- Walton GM, Logel C, Peach JM, Spencer SJ, Zanna MP (2015) Two brief interventions to mitigate a “chilly climate” transform women’s experience, relationships, and achievement in engineering. J Educ Psychol 107(2):468–485.
- Wayne, N. L., Vermillion, M., & Uijtdehaage, S. (2010). Gender differences in leadership amongst first-year medical students in the small-group setting. Academic Medicine, 85(8), 1276-1281.
- Yaeger, D.S., Walton, G.M., Brady, S.T., Akcinar, E.N., Paunesku, D., Keane, L., Kamentz, D., Ritter, G., Duckworth, A.L., Urstein, R., Gomez, E.M., Markus, H.R., Cohen, G.L., and Dweck, C.S. (2016). Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences, 113(24), E3341–E3348. doi:10.1073/pnas.1524360113.
- Young, D.M., Rudman, L., Buettner, H. & Mclean, M.C. (2013). The influence of female role models on women’s implicit science cognitions. Psychology of Women Quarterly 37: 283-292.
Leveraging networks
- Dadgar, M., Nodine, T., Bracco, K.R. and Venezia, A. (2014). Strategies for integrating student supports and academics. New Directions for Community Colleges, 167, 41-51.
- Inkelas, K.K., Daver, Z.E., Vogt, K.E. and Leonard, J.B. (2007). Living–learning programs and first-generation college students’ academic and social transition to college. Research in Higher Education, 48, 403-434.
- Levine, J.H. and Shapiro, N.S. (2000). Curricular learning communities. New Directions for Higher Education, 109, 13-22.
Cite this guide: Dewsbury B, Brame CJ. (2019) Evidence Based Teaching Guide: Inclusive Teaching. CBE Life Science Education. Retrieved from https://lse.ascb.org/evidence-based-teaching-guides/inclusive-teaching/