Anti-Racism Teaching Guide

Reworking the History of Social Theory for 21st Century Anthropology: A Syllabus Project "assembled collectively as a final project of the graduate Social Theory class in the Applied Anthropology program at Oregon State University."

Resources collected from various publications, websites, and news outlets by members of the Association

Online project and exhibition in conjunction with the book by the same title.

Considers topics such as how the classroom environment is structured by race, the temptation to retreat from challenging students when faced with possible reprisals, and how white faculty and faculty of color are impacted by teaching about race.

Many educators in the humanities and social sciences employ pedagogies of liberation, including feminist and/or critical or radical pedagogies based on the works of bell hooks, Paulo Freire, and others, to engage students in collectively creating democratic classrooms that encourage all voices. This article motivates the use of these pedagogies in engineering education and presents their application in an engineering thermodynamics course.

Based on a project - involving deans and directors of teaching centers and diversity offices from six institutions - this book instigates discussions among teachers and administrators about implementing socially just practices in their classrooms, departments, and offices.

Despite the dearth of literature specifically on teaching statistics using social justice, there is precedent in the more general realm of teaching using social justice, or even in teaching mathematics using social justice. This article offers an overview of content examples, resources, and references that can be used in the specific area of statistics education.

The traditional view that the STEM disciplines are empirically based, and thus culturally neutral, has meant that many instructors in these fields often do not see, or cannot imagine, a connection between their classrooms and laboratories and multicultural initiatives. At the same time, most instructors see that there continues to be a gender imbalance in these areas and a notable under-representation of color and other identities that face social discrimination. Unfortunately, patterns of retention in these disciplines show that the imbalances grow wider as coursework proceeds. This chapter outlines some of the ways instructors can approach these issues in their practices in and outside of the classroom, to enhance the retention and achievement of under-represented students (and future professionals) in the STEM disciplines.

In this chapter, we propose a Framework for Inclusive Teaching in STEM Disciplines that reflects the contexts of teaching in these disciplines, and extends James Banks’ Five Dimensions of Multicultural Education to the distinct needs of STEM faculty in their classes. We also discuss ways that faculty development professionals can successfully communicate with STEM faculty about inclusive teaching goals.