References
Apfelbaum, E.P., Sommers, S.R., & Norton, M. I. (2008). Seeing Race
and Seeming Racist? Evaluating Strategic Colorblindness in Social
Interactions. Journal of Personality and Social Psychology, 95, 918.932.
https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/logi
n.aspx?direct=true&db=pdh&AN=psp-95-4918&loginpage=Login.asp&site=ehost-live
Arter, Judith A., and Jay McTighe. Scoring Rubrics in the Classroom:
Using Performance Criteria for Assessing and Improving Student Performance. Thousand Oaks, CA: Corwin
Press, 2000. http://laclib.wisconsin.edu/cgi-bin/Pwebrecon.cgi?BBID=524103
http://blogs.wnyc.org/radiolab/2009/01/27/the-obama-effect-perhaps/
Barkely, Elizabeth, K. Patricia Cross, and Claire Howell Major. Collaborative Learning Techniques: A Handbook
for College Faculty. San Francisco: Jossey-Bass, 2004. http://laclib.wisconsin.edu/cgibin/Pwebrecon.cgi?BBID=533947 CATL also has copies of this book to lend.
Chick, Nancy, Terri Karis, and Cyndi Kernahan. “Learning from Their Own Learning: How Metacognitive and
Meta-affective Reflections Enhance Learning in Race-Related Courses.” International Journal for the Scholarship
of Teaching and Learning, 3.1 (Jan. 2009):
http://academics.georgiasouthern.edu/ijsotl/v3n1/articles/_ChickKarisKernahan/index.htm.
Chick, Nancy L. “Teaching Diversity through Literature: Urging Voyages Toward Deeper Understanding.” Getting
Culture: Incorporating Diversity Across the Curriculum, Eds. Regan A.R. Gurung and Loreto R. Prieto. Sterling, VA:
Stylus, 2009. 171-179. Deb Hoskins has a copy to lend (hoskins.debo@uwlax.edu)
Fallon, D. (2006). ‘Lucky to live in Maine’: Examining student responses to diversity issues. Teaching English in
the Two-Year College, 33, 410-420. Go here
https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ75206
7&loginpage=Login.asp&site=ehost-live and use GetText to order through ILLIAD.
Harper, Shaun R. “Race-Conscious Student Engagement Practices and the Equitable Distribution of Enriching
Educational Experiences.” Liberal Education 95.4 (Fall 2009): 38-45. http://www.aacu.org/liberaleducation/lefa09/le-fa09_Harper.cfm. Nancy also mentioned the book: Also mentioned: Harper, Shaun R., and Stephen
John Quaye, eds. Student Engagement in Higher Education: Theoretical Perspectives and Practical Approaches
for Diverse Populations. New York, NY : Routledge, 2009. http://laclib.wisconsin.edu/cgibin/Pwebrecon.cgi?BBID=829815 Teaching For Diversity is reading this book Spring 2010. You are welcome to
join us: http://www.uwlax.edu/FacultySeminar/Schedule.htm#Spring
Kernahan, C. & Davis, T. (2007). Changing perspective: How learning about racism influences student awareness
and emotion. Teaching of Psychology, 34.1, 48-52.
https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=2423237
3&loginpage=Login.asp&site=ehost-live
Kernahan, C., & Davis, T. (2010). What Are the Long-Term Effects of Learning About Racism?. Teaching of
Psychology, 37(1), 41-45. Ordr through ILLIAD: go here and click GetText
https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=4730739
4&loginpage=Login.asp&site=ehost-live
McLaren, Peter. “White Terror and Oppositional Agency: Towards a Critical Multiculturalism.” Multiculturalism:
A Critical Reader. Ed. David Theo Goldberg. Cambridge: Blackwell, 1994. 45-74. http://laclib.wisconsin.edu/cgibin/Pwebrecon.cgi?BBID=331460
Nelson, Craig E. “Student Diversity Requires Different Approaches to College Teaching, Even in Math and
Science.” American Behavioral Scientist 40.2 (1996): 165-175. Craig Nelson facilitated a day-long workshop for
UW-L’s annual Conference on Teaching and Learning in Aug. 2008. Materials from that event are here:
http://catl.typepad.com/blog/2008/08/index.html See especially the “Workshop Handout.”
Nicholson, J. (2003). Pushing for Change. The Quill, 91, 10.
https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=1075410
1&loginpage=Login.asp&site=ehost-live
Pascarella, E. T., Palmer, B., Moye, M., & Piersen, C. T. (2001). “Do diversity experiences influence the
development of critical thinking?” Journal of College Student Development, 42, 257-271. Bound volumes in
Murphy Library.
Rudman, L. A., Ashmore, R. D., & Gary, M. L. (2001). “Unlearning” automatic biases: The malleability of implicit
prejudice and stereotypes. Journal of Personality and Social Psychology, 81, 856-868.
https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=psp-815-856&loginpage=Login.asp&site=ehost-live
Steele, C. M. (1997). A Threat in the Air: How Stereotypes Shape Intellectual Identity and Performance. American
Psychologist, 52, 613-629.
https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-526-613&loginpage=Login.asp&site=ehost-live
Steele, C. (1999). Thin ice. Atlantic Monthly (10727825), 284(2), 44-54.
https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=2077026
&loginpage=Login.asp&site=ehost-live.
Tatum, B. D. (1997). "Why are all the Black kids sitting together in the cafeteria?" and other
conversations about race. New York: Basic Books. http://laclib.wisconsin.edu/cgibin/Pwebrecon.cgi?BBID=375967
Tatum, B. D. (1992). Talking about race, learning about racism: The application of racial identity development
theory in the classroom. Harvard Educational Review, 62, 1-24. Bound volumes in Murphy Library.
Tatum, B. D. (1994). Teaching white students about racism: The search for white allies and the restoration of
hope. Teachers College Record, 95, 462-476. Not available at UW-L . Order through ILLIAD:
https://wisconsin.hosts.atlas-sys.com/illiad/GZU/logon.html
Scenario Practice #1
A. A Journalism professor, speaking to her class about the differences between objectivity and subjectivity,
notes that she feels that “objectivity is a myth” and “not something that can ever truly be achieved.” When
asked by a student in the class how this might relate to her grading of student work, the professor simply
replies, “I do my best.”
B. As the main instructor for the incoming freshman students in his department (who are taking the
introductory course), a male professor emphasizes to his students that “Freshmen often do not do very well on
their first exams in my class” as a way to prepare them. He feels that, by knowing this, they may be motivated to
study harder and less likely to argue with him about their grades after the test.
C. A Chemistry professor who teaches the Organic Chemistry sequence (typically the most difficult courses in
the major) tells his students that they might want to think of their scores on the opening quiz as a good indicator
of their ability to major in Chemistry.
Scenario Practice #2
A. A Biology professor is lecturing and leading a discussion about the problem of AIDS. A student says that she
has heard that blacks have much higher rates of AIDS infection. She asks why these disparities occur and what
might be done to curb the problem. The professor quickly states that she has never thought too much about the
difference, further answering that it is more important to focus on what might reduce the risk of AIDS for people
regardless of whether or not they are "black, white, or purple."
B. A Film Studies class is discussing the film Crash. The professor states proudly that her own pre-teen children
saw the movie and “didn't even realize” there were problems like those represented in the film because she’s
raised them so “they don’t see color.”