Chapter 1
Implicit (or Unconscious) Bias

National differences in gender–science stereotypes predict national sex differences in science and math achievement. Nosek, B. A. et al. Proc. Natl Acad. Sci. USA 106, 10593–10597 (2009).

Bias in the Classroom: Types, Frequencies, and Responses. Boysen GA and Vogel DL. (2009). Teaching of Psychology, 36(1): 12-17.

State of the Science: Implicit Bias Review 2017. Staats Cheryl et al. (2017). Kirwan Institute for the Study of Race and Ethnicity.

Unconscious bias in higher education: literature review Equality Challenge Unit (2013).

The Science of Equality, Volume 1: Addressing Implicit Bias, Racial Anxiety, and Stereotype Threat in Education and Health Care, Godsil, R. D.; Tropp, L. R.; Goff, P. A.; Powell, J. A. (2014) Perception Institute at perception.org.

Chapter 2
Microaggressions

Johnson, Natasha N., and Johnson, Thaddeus L. “Microaggressions: An Introduction.” Navigating Micro-Aggressions Toward Women in Higher Education, edited by Thomas, Ursula, IGI Global , 2019, pp. 1.

Sue, Derald Wing. Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation. New York, NY: John Wiley & Sons, 2010.

Sue, Derald Wing, et. al. “Racial Microaggressions in Everyday Life: Implications for Clinical Practice.” American Psychologist, 62, pp. 271-286.

Chapter 3
Stereotype Threat

• Aguilar, L., Walton, G., & Wieman, C. (2014). Psychological insights for improved physics teaching. Physics Today, 67(5), 43-49.
• Aronson, J., Lustina, M. J., Good, C., Keough, K., Steele, C. M., & Brown, J. (1999). When white men can’t do math: Necessary and sufficient factors in stereotype threat. Journal of Experimental Social Psychology, 35, 29-46.
• Blumenstyk, G. (May 11, 2016). Carol Dweck says theory of educational mindset often understood. Chronicle of Higher Education. http://www.chronicle.com/article/Carol-Dweck-Says-Theory-of/236453
• Cohen, G. L., Steele, C.M., and Ross, L. D. (2008). The mentor’s dilemma: Providing critical feedback across the racial divide. Personality and Social Psychology Bulletin, 25, 1302–18.
• Dweck, C. (2008). Mindsets and math/science achievement. Carnegie Foundation.
• Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24(6), 645-662.
• Good, C., Rattan, A., & Dweck, C. S. (2012). Why do women opt out? Sense of belonging and women’s representation in mathematics. Journal of Personality and Social Psychology, 102(4), 700-717.
• Hong, H. Y., & Lin-Siegler, X. (2012). How learning about scientists’ struggles influences students’ interest and learning in physics. Journal of Educational Psychology, 104(2), 469.
• Killpack, T. L., & Melón, L. C. (2016). Toward inclusive STEM classrooms: What personal role do faculty play? CBE-Life Sciences Education, 15(3), es3.
• McGee, E. O., & Martin, D. B. (2011). “You Would Not Believe What I Have to Go Through to Prove My Intellectual Value!” Stereotype Management Among Academically Successful Black Mathematics and Engineering Students. American Educational Research Journal, 48(6), 1347–1389. https://doi.org/10.3102/0002831211423972
• Rattan, A., Good, C., & Dweck, C. S. (2012). “It’s ok—not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology, 48(3), 731-737.
• Rodríguez, B.A.(2014). The Threat of Living Up to Expectations: Analyzing the performance of Hispanic students on standardized exams. Journal of Hispanic Higher Education,13, 191-205.
• Shih, M., Pittinsky, T. L., & Ambady, N. (1999). Stereotype susceptibility: Identity salience and shifts in quantitative performance. Psychological Science, 10, 80-83.
• Shih, M., Pittinsky, T. L., & Trahan, A. (2006). Domain-specific effects of stereotypes on performance. Self and Identity, 5, 1-14.
• Spencer, S. J., Logel, C., & Davies, P. G. (2016). Stereotype threat. Annual Review of Psychology, 67, 415-437.
• Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women’s math performance. Journal of Experimental Social Psychology, 35, 4-28.
• Schmader, T., & Johns, M. (2003). Converging evidence that stereotype threat reduces working memory capacity. Journal of Personality and Social Psychology, 85, 440-452.
• Steele, C. M. (2002). Whistling Vivaldi: How stereotypes affect us and what we can do. New York: Norton.
• Walton, G., Cohen, G. and Steele, C.M. (2012) Empirically validated strategies to reduce stereotype threat. https://ed.stanford.edu/sites/default/files/interventionshandout.pdf
• Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., … & Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 143(2), 804.

Chapter 4
Power and Identity

• Anderson, P., & Williams, J. (2018). Identity and Difference in Higher Education: Outsiders within: Outsiders within. Routledge. Download from Google Books.
• Evelyne E.M. Meens, Anouke W.E.A. Bakx, Theo A. Klimstra, Jaap J.A. Denissen. 2018. The association of identity and motivation with students’ academic achievement in higher education, Learning and Individual Differences, Volume 64, 54-70. https://doi.org/10.1016/j.lindif.2018.04.006.
• Teaching Tolerance’s activities regarding power and identity to open discussion on different identities.
• University of Michigan’s College of Literature, Science, and the Arts resources for inclusive teaching has multiple readings on topics related to power, identity, and inclusive teaching.

Chapter 5
Hidden Curriculum

• Chatelain, Marcia (2018) We Must Help First-Generation Students Master Academe’s ‘Hidden Curriculum’. The Chronicle of Higher Education. 
• Margolis, Eric (2001) The Hidden Curriculum in Higher Education. Routledge.
• Rosenberg, John S. (2017) Mastering the “Hidden Curriculum”. Harvard Magazine. 
• Smith, Buffy (2013) Mentoring At-Risk Students Through the Hidden Curriculum of Higher Eductation. Lexington Books.
• Transparency in Learning and Teaching Project. (2014) University of Nevada Las Vegas. 
• Tyson, Charlie (2014) The Hidden Curriculum. Inside Higher Ed. 

Chapter 6
Mental Health, Students, and the Classroom

• Auerbach, R., Mortier, P., Bruffaerts, R., Alonso, J. Benjet, C. Cuijpers,. . . Kessler, R.C. (2018). WHO world mental health surveys international college student project: Prevalence and distribution of mental disorders. Journal of Abnormal Psychology, 127(7), 623-638.
• Di Placito-De Rango, M.L. (2018). Situating the post-secondary instructor in a supportive role for the mental health and well-being of students. International Journal of Mental Health and Addiction, 16(2), 284-290. https://doi.org/10.1007/s1146.
• Eichler, R., & Schwartz, V. (2010). Essential services in college counselling. In J. Kay & V. Schwartz (Eds.), Mental health care in the college community (57–93). West Sussex: John Wiley & Sons Ltd.
• Eva, A.L. (2019, January 11). How colleges today are supporting student mental health. Greater Good Magazine: Science-Based Insights for a Meaningful Life. Retrieved from https://greatergood.berkeley.edu/article/item/how_colleges_today_are_supporting_student_mental_health.
• Goldman, Z.W. (2018). Responding to mental health issues in the college
  classroom. Communication Education, 67(3), 399-404. https://doi.org/10.1080/03634523.2018.1465191.
• Ketchen Lipson, S., Lattie, E.G. & Eisenberg, D. (2019). Increased rates of mental health service utilization by U.S. college students: 10-year population-level trends (2007–2017). Psychiatric Services, 70(1), 60-63. https://doi.org/10.1176/appi.ps.201800332.
• White, A. & LaBelle, S. (2019). A qualitative investigation of instructors’ perceived communicative roles in students’ mental health management. Communication Education 68(2), 133-155. https://doi.org/10.1080/03634523.2019.1571620.

Chapter 7
Inclusive Classroom Practices

Chapter 8
Climate Survey: Student Experiences on Campus Inclusion