Resources

 Syllabus Diversity Statements

The CEBS Diversity and Equity Committee provides the following accommodation and inclusivity statements approved by Leadership Council. The statements should be included in syllabi to communicate to students the importance CEBS places on creating accommodating and inclusive classroom environments.

• Accommodations Statement

  Accommodations Statement

  Students who believe that they may need accommodations in this class are encouraged to contact the Disability Resource Center, Voice/TTY (970) 351-2289, or fax (970) 351-4166, or visit www.unco.edu/dss as soon as possible to ensure that accommodations are implemented in a timely fashion.

• Inclusivity Statement

  Inclusivity Statement

  The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning environment where diversity and individual differences are understood, respected, appreciated, and recognized as a source of strength. We expect that students, faculty, administrators and staff within CEBS will respect differences and demonstrate diligence in understanding how other peoples' perspectives, behaviors, and worldviews may be different from their own.

Helpful Readings

This resource page includes articles and/or web resources created by CEBS faculty or utilized in courses pertaining to the recognition of diversity, vigilance, culturally responsive pedagogy and curriculum, inclusiveness, and advocacy.  Please feel free to contact a Diversity and Equity Committee member to provide additional relevant resources.

Journal Articles

• Cardona, B., Milian, M., Birnbaum, M. (2013). In-class and out-of-class experiences of international graduate students in the United States. Journal of Higher Education & Social Science 4 (1)1-9.
• Hanna, J.F. & Cardona, B. (2013). Multicultural counseling beyond the relationship: Expanding the repertoire. Journal of Counseling & Development, 91(3), 349-357.
• Kim, Y. & Hinchey, P. (2013) Educating English language learners in an inclusive environment. New York, NY: Peter Lang Publishing, Inc
• Kim, Y., Erekson, J., Bunten, B., & Hinchey, P. (2014). Toward sustainable educational changes through school-based professional development on ELL assessment for new teachers. Theory Into Practice.
• Kim, Y. & Yazdian, L. (2014). Portfolio assessment and quality teaching. Theory Into Practice.
• Cho, J., Walker, J., Cardona, V., & Wasilik, O. (2010). Ethics and politics of critical cultural studies in international contexts: Autoethnographic tales of growing qualitative researchers working toward co-constructive social justice. Asian Journal of Educational Research and Synergy, 2(1), 1-22.
• Conroy, P. W. (2005). English Language Learners with visual impairments: Strategies to enhance learning. RE:view, 37(3), 101-108.
• Conroy, P. W. (2006). Hmong culture and visual impairments: Strategies for culturally sensitive practices. RE:view, 38(2), 55-64.
• Delpit, L. (2006). Lessons from Teachers. Journal of Teacher Education, 57(3), 220-231.
• Duncan-Andrade, J. (2009). Note to educators: Hope required when growing roses in concrete. Harvard Educational Review, 79(2), 181-194.
• Gay, G. (2002). Preparing for Culturally Responsive Teaching. Journal of Teacher Education, 53(2), 106-116.
• Graseck, S. (2009). Teaching with controversy. Educational Leadership, 67(1), 45-49.
• Gurin, P., Dey, E., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72(3), 330-367.
• Gutiérrez, K., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19-25.
• Harbour, C., Middleton, V., Lewis, C., & Anderson, S. (2003). Naming the Other: How Dominant Culture Privilege and Assimilation Affect Selected Underrepresented Populations at the Community College. Community College Journal of Research and Practice, 27(9-10), 829-842.
• Harding-DeKam, J. L. (2007). Foundations in ethnomathematics for prospective elementary teachers. Journal of Mathematics and Culture, 2(1), 1-19.
• Howard, T. C. (2001). Powerful Pedagogy for African-American Students: A case of four teachers. Urban Education, 36(2), 179 - 202.
• Howard, T. C. (2003). Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection. Theory into Practice, 42(3), 195 - 202.
• Kambutu, J., & Thompson, S. (2005). Exploring Processes that Help Adult Learners Become Culturally Responsive. Mountain Plaines Adult Education Association Journal of Adult Education, XXXIV(2), 6-19.
• Ladson-Billings, G. (1995a). But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy. Theory into Practice, 34(3), 159 - 165.
• Ladson-Billings, G. (1995b). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 465 - 491.
• Ladson-Billings, G., & IV, W. F. T. (1995). Toward a Critical Race Theory of Education. Teachers College Record, 97(1), 47 - 68.
• Lahman, M.K.E., Mendoza, B. M., Rodriguez, K.L., Schwartz, J.L. (2011). Undocumented research participants: Ethics and protection in a time of fear. Hispanic Journal of Behavioral Sciences, 33(3), 304-322.
• Lahman, M. K. E. (2011). I am all woma[e]n! Qualitative Inquiry, 17(2), 126-129.
• Lea, V., & Griggs, T. (2005). Behind the mask and beneath the story: Enabling students-teachers to reflect critically on the socially constructed nature of their “normal” practice. Teacher Education Quarterly 32(1), 93-114.
• Lewis, C., Garrison-Wade, D., Scott, M. E., Douglas, B., & Middleton, V. (2005). A synthesis of evidence-based research on the status of the African American teacher since Brown and its impact on African American student achievement: Implications for teachers and administrators. E-Journal of Teaching and Learning in Diverse Settings, 99-124.
• Lewis, C., & Middleton, V. (2003). African Americans in the Community College: A Review of Research Reported in the Community College Journal of Research and Practice: 1999-2000. Community College Journal of Research and Practice, 27(9-10), 787-798.
• McDermott, R., & Varenne, H. (1995). Culture "as" Disability. Anthropology and Education Quarterly, 26(3), 324-348.
• McGee Banks, C. A., & Banks, J. (1995). Equity pedagogy: An essential component of multicultural education. Theory into Practice, 34(3), 152-158.
• Middleton, V. (2002). Increasing Preservice Teachers Diversity Beliefs and Commitment. Urban Review, 34(4), 343-361.
• Middleton, V. (2003). A Diversity-Based, Service-Learning PDS Partnership. Equity and Excellence, 36(3), 231-237.
• Middleton, V., Anderson, S., & Banning, J. (2011). The Journey to Understanding Privilege: A Meta-Narrative Approach. Journal of Transformative Education, 7(4), 294-311.
• Mueller, T. G., Milian, M., & Lopez, M. I. (2009). Latina mothers’ views of a parent to parent support group in the special education system. Research and Practice for Persons with Severe Disabilities, 34(3), 1-10.
• Mueller, T. G., Singer, G. H., & Carranza, F. D. (2006). A national survey of educational planning and language instruction practices for students with moderate to severe disabilities who are English Language Learners. Research and Practice for Persons with Severe Disabilities, 31(3), 242-254.
• Mueller, T. G., Singer, G. H., & Grace, E. J. (2004). The individuals with disabilities education act and California’s Proposition 227: Implications for English Language Learners with Special Needs. Bilingual Research Journal, 28(2), 231-251.
• North, C. (2006). More than words? Delving into the substantive meaning(s) of "social justice" in education. Review of Educational Research, 76(4), 507-535.
• Opitz, M. (1999). Cultural diversity + Supportive text = Perfect books for beginning readers. Reading Teacher, 52(8), 888-890.
• Rivera, A., Middleton, V., & Anderson, S. (1999). A Career Development Model for Mexican-American Women. Journal of Career Development, 26(2), 91-106.
• Romero, D., & Walker, D. (2010). Whaz up dude?: Pausing to question ethical and representational dilemmas in ethnographic research with Youth Media. Ethnography and Education: An International Perspective.
• Sharon, N.-B., & Estrin, E. T. (1995). Bringing Native American Perspectives to Mathematics and Science Teaching. Theory into Practice, 34(3), 174-185.
• Silverman, F., Fertig, G., Harding-DeKam, J. L., & Thompson, S. (2007a). Actions for Productive Citizenship and a Better World Through Inclusive Teaching and Learning of Mathematics. The Colorado Mathematics Teacher, 40(1).
• Silverman, F., Fertig, G., Harding-DeKam, J. L., & Thompson, S. (2007b). Advancing Equity and High Quality Mathematics Education with Actions Drawn from Ethnomathematics. Noticias de Todos: Mathematics for All, 3(2), 1-2.
• Silverman, F., Fertig, G., Harding-DeKam, J. L., & Thompson, S. (2009). Advancing Equity and High Quality Mathematics Education with Actions Drawn from Ethnomathematics. Teaching for Excellence and Equity in Mathematics, 1(1), 14-17.
• Sleeter, C. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94-106.
• Smith-D’Arezzo, W., & Thompson, S. (2006). Topics of Stress and Abuse in Picture Books for Children. Children’s Literature in Education: Art International Quarterly, 37(4), 335-347.
• Smith-D’Arezzo, W., & Thompson, S. (2007). War: Interpretations through Children’s Literature. Social Studies Review, 47(8), 8-12.
• Smith-D’Arezzo, W., & Thompson, S. (2009). Topics of Stress and Abuse in Children’s Literature for Intermediate Readers. International Journal of Education, 1(1), 1-19.
• Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical Race Theory, Racial Microaggressions, and Campus Racial Climate: The experiences of African American college students. The Journal of Negro Education, 69(1/2), 60 - 73.
• Solorzano, D. G. (1998). Critical Race Theory, Race and Gender Microaggressions, and the Experience of Chicana and Chicano Scholars. International Journal of Qualitative Studies in Education, 11(1), 121 - 136.
• Solorzano, D. G., Allen, W. R., & Carroll, G. (2002). Keeping Race in Place: Racial microaggressions and campus racial climate at the University of California, Berkeley. Chicano-Latino Review, 23, 15-67.
• Tate, W. F. (1995). Returning to the Root: A Culturally Relevant Approach to Mathematics Pedagogy. Theory into Practice, 34(3), 166-173.
• Thompson, S. (1995). Stamps. Arts and Activities, 118(2), 51-55.
• Thompson, S. (1997). Memorials and Monuments. Arts and Activities, 121(4), 36-37.
• Thompson, S. (2001). International Project. Wiretap: Newsletter of the Wyoming State Reading Council.
• Thompson, S. (2007). Children as illustrators. University of Northern Colorado College of Education Newsletter.
• Thompson, S. (2008). Appreciating Diversity in Children’s Language. Early Childhood Research and Practice, 20(3).
• Thompson, S., & Smith, W. (2004). Teacher Education: Preparing Pre-Service Teachers to Help Children Who Live with Violence. Journal of the National Institute of Family Violence and Sexual Assault, 20(2), 9-13.
• Thompson, S., & VanHouten, C. (2001). To Guatemala with Love. The Voice: Speaking Out for Wyoming’s Children.
• Thompson, S., & Williams, K. (2008). Photo Essays: Using Photographs to Tell a Story. Social Studies and the Young Learner, 20(3), 18-21.
• Thompson, S., Wilson, D., & Knudson, P. (1997). Recess Play. Young Children, 56(6), 17-21.
• Urbach, J. (2010). Beyond story grammar: Looking at stories through cultural lenses. Education and Urban Society.
• Villegas, A. M. (2007). Dispositions in teacher education: A look at social justice. Journal of Teacher Education, 58(5), 370-380.
• Walker, D. (2009). Examining the intersection of popular culture and youth-radio after school. [Special issue]. Youth Media Reporter 2(4).
• Walker, D., & Nocon, H. (2007). Boundary-crossing competence: Theoretical considerations and educational design. Mind, Culture, and Activity: An International Journal 14(3), 178-195.
• Walker, D., & Romero, D. (2008). When ‘Literacy is a Bennie’: Researching Contested Literacies in Bilingual Youth Radio. Ethnography and Education: An International Perspective, 3(3), 283-296.
• Zhao, Y. (2009). Needed: Global villagers. Educational Leadership, 67(1), 60-65.

Books

• Adams, M., Blumenfeld, W. J., Castañeda, C., Hackman, H. W., Peters, M. F., & Zúñiga, X. (Eds.). (2010). Readings for Diversity and Social Justice (2 ed.). New York, NY: Routledge.
• Anderson, S., & Middleton, V. (2011). Explorations in Diversity: Examining Privilege and Oppression in a Multicultural Society (2nd ed.). Belmont, CA: Brooks, Cole/Cenage Learning.
• Middleton, V. (2003). Reaching the Congregation not just the Choir: Conquering Student Resistance to Diversity Issues In W. Timpson, S. Canetto, S. Borrayo & R. Yang (Eds.), Teaching Diversity: Challenges and Complexities, Identity and Integrity. Madison, WI: Atwood.
• Middleton, V., Coleman, K., & Lewis, C. (2011). Black/African American Families: Coming of Age in Predominately White Communities. In J. Landsman & C. W. Lewis (Eds.), A Guide to Building Inclusive School, Promoting High Expectations, and Eliminating Racism. Sterling, VA: Stylus Publishing, Inc.
• Opitz, M. (1998). Literacy instruction for culturally and linguistically diverse students. Newark, DE: International Reading Association.
• Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
• Thompson, S. (1989). Hooray for Clay! . Glenview, Illinois: Scott, Foresman and Company.
• Thompson, S. (1993). Natural Materials. Glenview, Illinois: Scott, Foresman and Company.
• Thompson, S. (1996). Elephants are Wrinkly. Glenview, Illinois: Simon and Schuster / HarperCollins Publishers.
• Thompson, S. (1997). James Joe: Story of a Navajo Medicine Man. Billings, Montana: Council of Indian Education.
• Thompson, S. (1998). Folk Art Tells a Story. Folk Art Tells a Story: Libraries Unlimited / Heinemann.
• Thompson, S. (2001). Celebrating the World of Work: Interviews and Activities. Englewood, Colorado: Libraries Unlimited / Heinemann.
• Thompson, S. (2005). Children as Illustrators: Learning Through Oral Language, Writing and Art. Washington, DC: National Association for the Education of Young Children.
• Thompson, S., & Thompson, K. (2003). Gabriela’s Beautiful Carpet. Guatemala: VISTA Publications.
• Thompson, S., Thompson, K., & Lopez, L. (2007). Mayan Tales. Englewood, Colorado: Libraries Unlimited/Heinemann.
• Thompson, S., & Williams, K. (2009). Telling Stories Through Photo Essays. Thousand Oakes, California: Corwin Press.

Multimedia

• Children in America's Schools with Bill Moyers. (1996) [VHS]. In S. C. ETV (Producer).
• Lesiak, C., & Jones, M. (Writer). (1991). In the white man's image. In C. Lesiak & M. Jones (Producer), American Experience. USA: PBS Video.
• Tobin, J. J., Hsueh, Y., & Karasawa, M. (Writer). (2009). Preschool in three cultures revisited: Japan, China, and the United States. In J. J. Tobin, Y. Hsueh & M. Karasawa (Producer). USA.
• Tobin, J. J., Wu, D. Y. H., & Davidson, D. H. (Writer). (1989). Preschool in Three Cultures: Japan, China, and the United States [DVD]. New Haven and London: Yale University Press.
• Walker, D. (Writer). (1992). Dedoes de luna: Día de los Muertos, Death, and Family in Oaxaca, Mexico. Elementary Literature Series in Spanish and English. Stanford, CA, USA: Stanford Program for International and Cross-Cultural Education (SPICE).
• Walker, D. (2000). Adapting Curriculum and Instruction for Culturally and Linguistically Diverse Students [CD-ROM]. Boulder, CO: Bueno Center/CREDE.
• Walker, D., & Romero, D. (Writer). (2009). Youth Radio: An Innovative Context for Developing Language, Voice, and Multimodal Literacies [DVD].
• Supporting the International Student in The U.S. Issues, Challenges, and Possible Adaptation (PDF)
• Walking in Beauty: Challenges of Recruiting and Educating Native American Students in a Western Context (PDF)
  
  • Event Description

Websites

• English Learner Library of Resources at Stanford University
• Equity Alliance at Arizona State University
• All about Working with Culturally and Linguistically Diverse Families
• University of Wyoming Social Justice Research Center
• Equity and Diversity at UNC
• UNC Bias Response
• Diversity in the Classroom at The Ohio State University