Below you'll find a comprehensive list of the citations referenced throughout this website.

Aitken, J. & Neer, M. (1993) College student question‐asking: The relationship of classroom communication apprehension and motivation. Southern Journal of Communication 59, 73-81.

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. San Francisco: Jossey-Bass.

Ash, S.L. & Clayton, P.H. (2004) The articulated Learning: An approach to guided reflection and assessment. Innovative Higher Education 29(2), 137-154.

Cantú, N.E. (2002) Centering the margins: A chicana in the English classroom in B. TuSmith and M.T. Reddy (eds) Race in the college classroom: pedagogy and politics. New Jersey: Rutgers University Press, 226-238.

Cheryan, S., Ziegler, S. A., Plaut, V. C., & Meltzoff, A. N. (2014)  Designing classrooms to maximize student achievement. Policy Insights from the Behavioral and Brain Sciences1(1), 4–12. 

Cochran-Smith, M. (2003) The multiple meanings of multicultural teacher education: A conceptual framework. Teacher Education Quarterly 30(2), 7-26.

Dallalfar, A., Kingston-Mann, E., & Sieber, T. (2011) Transforming classroom culture: Inclusive pedagogical practices. New York: Palgrave.

Davis, B. G. (2009) Tools for teaching. San Francisco, CA: Jossey-Bass.

Dweck, C. S. (2002).Messages that motivate: How praise molds students' beliefs, motivation, and performance (in surprising ways). In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (p. 37–60). Academic Press.

Ginsberg, M.B. & Wlodkowski, R. J. (2009)  San Francisco: Jossey-Bass Higher and Adult Education Series.

Gündemir, S., Dovidio, J. F., Homan, A. C., & De Dreu, C. K. W. (2017). The Impact of Organizational Diversity Policies on Minority Employees’ Leadership Self-Perceptions and Goals. Journal of Leadership & Organizational Studies, 24(2), 172–188.

Gurin, P.,  Dey, E. L., Hurtado, S. & Gurin, G. (2002) Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review 72 (3): 330–66.

Hammond, Z. (2015) Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Thousand Oaks, CA: Corwin.

Hausmann, L., Schofield, J. & Woods, R. (2007). Sense of belonging as a predictor of intentions to persist among African American and white first-year college students.

Hotchkins, B.K. & Dancy, T.E. (2015) Black make student leaders in predominantly white universities: Stories of power, preservation, and persistence. Western Journal of Black Studies 39(1), 30-44.

Koshino, K. (2016) Campus racial climate and experiences of students of color in a midwestern college. Tuitt, F., Haynes, & Stewart, S. (eds). Race Equity and the Learning Environment: The global relevance of critical and inclusive pedagogies in higher education. Stylus Publishing: Sterling, Virginia.

Lee, A., Poch, R., Shaw, M., & Williams, R.D. (2012) Engaging diversity in undergraduate classrooms: A pedagogy for developing intercultural competence. ASHE Higher Education Report, 38(2). Jossey-Bass.

Pascarella, E.T., Martin, G.L., Hanson, J.M., & Trolian, T.L. (2014) Effects of diversity experiences on critical thinking skills over 4 years of college. Journal of College Student Development 55(1), 86-92.

Plaut, V. C., Thomas, K. M., & Goren, M. J. (2009). Is multiculturalism or color blindness better for minorities? Psychological Science, 20(4), 444–446.

Powell, R., Cantrell, S., & Adams, S. (2001) Saving Black Mountain: The promise of critical literacy in a multicultural democracy. Reading Teacher, 54(8).

Roksa, J., Kilgo, C.A., Trolian, T.L., Pascarella, E.T., Blaich, C. & Wise, K.S. (2017) Engaging with diversity: How positive and negative diversity interactions influence students’ cognitive outcomes. The Journal of Higher Education.

Spencer, B., & Castano, E. (2007) Social class is dead. Long live social class! Stereotype threat among low
socioeconomic status individuals. 

Staats, C., Capatosto, K., Tenney, L. & Mamo, S. (2017) State of the science: Implicit bias review 2017. Kirwan Institute for the Study of Race and Ethnicity.

Steele, Claude. Whistling Vivaldi: And Other Clues to How Stereotypes Affect Us. New York: W.W. Norton & Company, 2010.

Tinto, V. (2017) Through the eyes of students. Journal of College Student Retention: Research, Theory & Practice 19(3), 254-269.

Trolian, T. L. & Jach, E. A., Hanson, J. M., & Pascarella, E. T. (2016). Influencing academic motivation: The effects of student–faculty interaction. Journal of College Student Development 57(7), 810-826. Johns Hopkins University Press.

Walton, G. M. & Cohen, G. L. (2007) A question of belonging: Race, social fit, and achievement. 

Williams, C.E. (2015) The effects of classroom and informal-interactional diversity on learning and democracy outcomes. Thesis. Department of Psychological Sciences. Western Kentucky University.

Yeager, D.S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., Hessert, W.T., Williams, M.E., & Cohen, G.L. (2013) Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology 143(2): 804–824.