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Full-Text Articles in Education
Microaggressions In Everyday Life: Making The “Invisible” Visible, Derald Wing Sue
Microaggressions In Everyday Life: Making The “Invisible” Visible, Derald Wing Sue
Diversity Conference 2017
Derald Wing Sue, Ph.D., is the winner of the prestigious American Psychological Foundation APF 2015 Gold Medal for Life Achievement in Psychology in the Public Interest. He is a professor of psychology and education in the Department of Counseling and Clinical Psychology at Teachers College, Columbia University, where he also holds a joint appointment with the School of Social Work. He is one of the most cited multicultural scholars in the United States. Dr. Derald Wing Sue’s 19 books vary in topics including multicultural counseling and psychotherapy, psychology of racism and antiracism, cultural diversity, cultural competence and multicultural organizational development, …
Creating A Learning Community In The Sciences, Bart De Stasio, Beth De Stasio, Brian Piasecki
Creating A Learning Community In The Sciences, Bart De Stasio, Beth De Stasio, Brian Piasecki
Diversity Conference 2017
Science is a collaborative discipline that is best learned through discussion, experimentation and group activity. But several groups of students—particularly students of color, first generation college students and some international students— are often marginalized in our classrooms, labs and are left out of study groups. Their voices aren’t heard, their points of view and interpretations aren’t always appreciated and the learning of these students is thwarted. To address these issues, we have been involved in forming and designing two groups that have been functioning for the past two years: LEDS (Lawrentians Enhancing Diversity in the Sciences) and BioCore, a supplementary …
Creating A Welcome Place For All Singers, Stephen Sieck
Creating A Welcome Place For All Singers, Stephen Sieck
Diversity Conference 2017
At the center of inclusive pedagogy is our commitment to treat each other the way we would want to be treated if our positions were reversed. First, we must recognize that we come to the choral rehearsal from different positions and that the playing field for each of us has not been equally flat. Acknowledging these biases, we need to wrestle with curriculum. In which ways does our repertoire create an unmarked category of canonical literature and a marked category of ‘other’? When we acknowledge repertoire’s positionality as being an unequal playing field, too, we begin to change the language …