Online Educational Resources

Reading

• Addressing Anti-Asian Racism in the University
• Remembering Their Names (Interactive)
• So You Want to Talk About Race
• America’s Racial Contract Is Killing Us
• Why COVID-19 Is Our Equity Check
• Decolonizing our Minds and Actions
• Caste (book)
• Eloquent Rage: A Black Feminist Discovers Her Superpower
• Answering White People’s Most Commonly Asked Questions about the Black Lives Matter Movement
• Here and Now
• How to Be an Antiracist (Book)
• Born a Crime
• The New Jim Crow (book)
• Sister Outsider
• The 1619 Project
• This Is What Black Burnout Feels Like
• National Museum of African American History and Culture
• Yellow: Race in America Beyond Black and White
• Hidden Figures (Book)
• Racial Equity Glossary
• Heavy: An American Memoir
• Minor Feelings: An Asian American Reckoning
• How to Be an Antiracist Educator
• Who Gets to Be Afraid in America?
• 74 Interview: Culturally Relevant Teaching, and the Role of Teachers in Trump’s America
• “Multiplication Is for White People”: Raising Expectations for Other People’s Children (Book)
• Classroom Resources and Tips To Address Anti-Asian Discrimination
• Four Ways Teachers Can Reduce Implicit Bias
• Grief is a Direct Impact of Racism: 8 ways to support yourself
• How to Respond to Coronavirus Racism
• Pedagogy of the Oppressed (Book)
• Seven Ways We Know Systemic Racism is Real
• We’re In a Moment of Collective Trauma. But There are Glimmers of Hope
• Why Marginalized Students Need Hope to Succeed (Book)

Watching/Listening

•  ‘1619,’ a Podcast From The New York Times
• 13th
• About Race
• All My Relations
• Black Feminism & the Movement for Black Lives
• Black Feminism, Intersectionality and Democratic Possibilities
• Brené Brown with Ibram X. Kendi on How to Be an Antiracist
• Code Switch
• Eyes on the prize
• How to tell someone they sound racist
• How We Can Win
• Ibram X. Kendi on How to Be Anti-Racist at UC Berkely
• Jewish Questions
• Momentum: A Race Forward Podcast
• New York Times – Peanut Butter and Jelly Racism
• Pass the Mic
• PBS: The Origin of RAce in America
• Pod For The Cause
• Race Forward – Moving the race conversation forward
• Race Matters – Dr. Cornell West at the University of Washington
• Seeing White
• Teaching To Thrive
• TED – Color Blind or Color Brave by Melody Hobson
• TEDxRainier – Let’s get to the root of racial injustice by Megan Ming Francis
• Verna Myers: How to overcome our biases? Walk boldly toward them
• White Awake by Daniel Hill
• Without Slavery, Would The U.S. Be The Leading Economic Power? 

Articles

• Anti-Defamation League Definitions
• AntiSemitism: What it is.  What it isn’t. Why it matters.
• Black Americans and the Nazi Olympics 
• Confronting Antisemitism
• Confronting Antisemitism
• Film–Antisemitism in Our Midst: Past and Present (11 minutes) (Questions for Deeper Discussion)
• Governer's Executive Order 2022-06D
• Guide on Antisemitism
• Harvard Business Review: How to Respond to an Offensive Comment at Work
• History of Antisemitism and the Holocaust 
• History of Antisemitism and the Holocaust
• Jewish Family and Children’s Services: Bullying Prevention
• Mental Health America: Helping Children Cope with Tragedy Related Anxiety
• My Jewish Learning: Antisemitism in the 21st Century 
• Nazi Racism
• No Place for Hate
• Racial "Science" and Law in Nazi Germany and the United States: Timeline Extension 
• Six Proactive Strategies to Prevent Anti-Israel Activity…...and What to Do if It Happens Anyway
• Southern Poverty Law Center: Speak Up: Responding to Everyday Bigotry, Southern Poverty Law Center (SPLC)
• Tablet Magazine:  Bullies in the Schoolyard
• The Working Definition of Antisemitism
• Three founding Women’s March Leaders Leaving Board After Antisemitism Accusations
• Understanding Nazi Symbols 
• Understanding Nazi Symbols
• United States Holocaust Memorial Museum: Confront Antisemitism 
• What is Antisemitism 

Articles on Bias in Course Evaluations

Research on course evaluations increasingly finds evidence that bias impacts how instructors are rated. These studies underscore that gender, race, ethnicity, accent, sexual orientation, and disability status can impact students’ ratings of instructors. We include selected research on course evaluations below, to inform discussions and initiatives to address these trends and forms of bias.

Acker, G. M. (2012). The impact of accent on college students' perceptions and evaluations of professors. Journal of Communications Media Studies, 4(1), 63+. This study looks at the effects of professors' ethnicity and accent on students' evaluations of their teaching effectiveness.

This study brings light to the cross-cultural challenges that foreign-accented speech professors encounter in the classroom, especially with a student population from different ethnic, racial, and national backgrounds.

Anderson, K. J., & Kanner M. (2011). Inventing a Gay Agenda: Students' Perceptions of Lesbian and Gay Professors. Journal of Applied Social
Psychology, 41: 1538-1564.

Two studies were conducted on students’ perceptions of lesbian and gay professors. Students rated professors on topics such as political bias, professional competence, and warmth. The study results suggested that students might use varied criteria to evaluate LGBTQIA+ professors and their ability to teach courses objectively.

Basow, S. A., Phelan, J. E., & Capotosto, L. (2006). Gender Patterns in College Students’ Choices of Their Best and Worst Professors. Psychology of Women
Quarterly, 30(1), 25–35.

Over 100 predominately white students were asked to describe their best and worst professors. The study shows that more female professors were chosen as “best” by female students and less by their male students. There was no gender difference for “worst” professors. “Best” professors were typically described as caring and knowledgeable. The findings suggest that gender dynamics should be paid greater attention to within the classroom and student evaluations.

Boring, Anne. (2017). Gender biases in student evaluations of teaching. Journal of Public Economics 145:27-41.

This article uses data from a French university to examine gender biases in student evaluations of teaching (SETs). The different teaching dimensions that students value in male and female professors were inclined to match gender stereotypes. Men are perceived by both male and female students as being more knowledgeable and having stronger class leadership skills (which are stereotypically associated with males), despite the fact that students appear to learn as much from women as from men.

Chávez, K., & Mitchell, K. (2020). Exploring Bias in Student Evaluations: Gender, Race, and Ethnicity. PS: Political Science & Politics, 53(2), 270-274.
doi:10.1017/S1049096519001744

This article details the research showing that in instructor evaluations students are biased against women. This article also dives into the relationship between evaluations and gender and race/ethnicity. Findings of this research show that instructors who are female and persons of color receive lower scores on student evaluations than those who are white males.

Doerer, K. (2022). Colleges are getting smarter about student evaluations. here's how. The Chronicle of Higher Education.

This article describes a study on the relationship between student evaluations and grade inflation conducted at the University of Oregon. The article continues on to describe the systemic changes that occurred as a result of findings of this research.

Fan Y, Shepherd LJ, Slavich E, Waters D, Stone M, Abel R, et al. (2019). Gender and cultural bias in student evaluations: Why representation matters. PLoS ONE
14(2): e0209749.

Gendered and racial inequalities are present in even the most progressive of workplaces. In higher education, bias in performance evaluation has been hypothesized as one of the reasons as to why very few women make it to the top of the academic hierarchy. The findings of this study suggest that these biases may decrease with an increase of represented minority groups.

Flaherty, Colleen (2021). What's really going on with respect to bias and teaching evals?

The study finds that course evaluations are greatly impacted by characteristics unrelated to actual instructor quality. Courses with lighter workloads or higher grading distributions do have better scores from students. Additionally, the study found that gender, race, ethnicity, accent, disability status, and sexual orientation had a great impact on teacher evaluations.

Hamilton, J. (2021). CSUF professor examines accent bias and how we perceive others. Orange County Register.

This article discusses a series of studies conducted on accent bias and accent privilege, while working to identify what factors might help diminish people’s judgment of a person based solely on their accent.

Wolfe, J. (2022). Inside higher ed. Teaching evaluations reflect colleges' commitment to diversity (opinion).

In this article, the author discusses how evaluations reflect the universities’ lack of commitment to diversity and provides three action items that institutions should implement.

Key, E. M., & Ardoin, P. J. (2019). Analysis | students rate male instructors more highly than female instructors. We tried to counter that hidden bias. The
Washington Post.

Throughout academia, including in political science, women haven’t achieved parity with men. This series explores the implicit bias that holds women back at every stage, from the readings professors assign to the student evaluations that influence promotions and pay, from journal publications to book awards.

Kreitzer, R.J., Sweet-Cushman, J. (2022). Evaluating Student Evaluations of Teaching: A Review of Measurement and Equity Bias in SETs and Recommendations for Ethical Reform. J Acad Ethics 20, 73–84.

Student Evaluations of Teaching (SETs) have minimal or no correlation with student learning. Furthermore, data repeatedly finds that women faculty, faculty of color, and other marginalized groups are subject to bias in SETs.

MacNell, L., Driscoll A., & Hunt A. N. (2015). "What’s in a name: Exposing gender bias in student ratings of teaching." Innovative Higher Education 40 (4):291-303.

In many cases, the career advancement and outcomes of teachers in higher education are based significantly on student ratings and evaluations. In this study, instructors of an online course worked under two different gender identities. Results showed that the male identity was rated much higher than the female identity.

Mengel, Friederike, Jan Sauermann, & Ulf Zölitz. (2018). "Gender bias in teaching evaluations." Journal of the European Economic Association 17 (2):535-566.

This paper provides new evidence on gender bias in teaching evaluations. It is noted that female teachers consistently received lower graded evaluation in comparison to their male counterparts. The authors suggest that there are indirect effects on the career progression of female teachers as a result of these evaluations.

Miles, Patti, and Deanna House. (2015). "The Tail Wagging the Dog; An Overdue Examination of Student Teaching Evaluations." International Journal of Higher
Education 4 (2):116-126.

The purpose of this research was to examine the impact of factors beyond the professor's control and subsequently, their unique impact on Student Teaching Evaluations (STEs). This research could have great social implications if widely read across academic circles as it shows the biases present in STEs.

Rivera, L.A., & Tilcsik, A. (2019). Scaling down inequality: rating scales, gender bias, and the architecture of evaluation. American Sociological Review. 84 (2),
248–274. DOI: 10.1177/0003122419833601.

Performance ratings heavily influence career advancement for employees. The authors discuss how evaluators tend to rate male workers significantly higher that female workers, even if their qualifications and performances are identical.

Smith, B. P., & Hawkins, B. (2011). Examining Student Evaluations of Black College Faculty: Does Race Matter? The Journal of Negro Education, 80(2), 149–162.

The purpose of this study was to characterize the undergraduate student ratings of teaching effectiveness modeled on the traditional 36-item end-of-course evaluation form used at a predominantly white institution (PWI). Additionally, this study used critical race theory (CRT) as a way to compare the effectiveness of tenure-track faculty based on race (White, Black, and Other racial groups including Asians, Latinos, and Native Americans).

Subtirelu, Nicholas Close. (2015). “She does have an accent but…”: Race and language ideology in students' evaluations of mathematics instructors on RateMyProfessors. com." Language in Society 44 (1):35-62.

Nonnative English speakers (NNESs) who teach at English speaking, medium sized institutions in the United States (US) are often the subject of student complaints. This study dives into the extent to which these preconceptions are consistent in students’ evaluations of ‘Asian’ math professors on the website RateMyProfessors.com (RMP).

General Articles

• 11 Harmful Types of Unconscious Bias and How to Interrupt Them
• A Workplace Divided – Understanding the Climate for LGBTQ Workers Nationwide
• Are Emily and Greg more employable than Lakisha and Jamal? A field experiment on labor market discrimination
• Avoiding Implicit Messages That Turn Job Candidates Off
• Awareness Reduces Racial Bias
• Bias Interrupters – Tools for Organizations
• Day to Day Experiences of Emotional Tax Among Women and Men of Color in the Workplace
• Dear Anti-Racist Allies: Here's How to Respond to Microaggressions
• Disrupt Bias, Drive Value
• Don't Talk about Implicit Bias Without Talking about Structural Racism
• Glossary of Terms
• Healing Otherness: Neuroscience, Bias, and Messaging
• How the Best Bosses Interrupt Bias on Their Teams
• How The Concept Of Implicit Bias Came Into Being
• Implicit Bias and the Pushback from the Left
• Implicit Bias in the Courtroom
• Implicit Bias Insights as Preconditions to Structural Change
• Implicit Bias Training for Classroom Teachers of English Language Learner Students
• Implicit Prejudices and Stereotypes: A Pedagogical Demonstration
• Let's Talk About Racial Microaggressions In the Workplace
• Managing Unconscious Bias
• Men of Color at Work: If These Stories Surprise You, You Haven't Been Listening
• PREJUDICE: Implicit Prejudice and the Perception of Facial Threat
• Psychological Inquiry : Issue on Implicit Bias
• Recognizing and Responding to Microaggressions (Presentation, NC State, GLBT Center)
• Relations among the Implicit Association Test, Discriminatory Behavior, and Explicit Measures of Racial Attitudes
• See Bias, Block Bias Resources
• Seeing is Believing: Exposure to Counterstereotypic Women Leaders and its Effect on the Malleability of Automatic Gender Stereotyping
• Strike Three: Discrimination, Incentives, and Evaluation
• Test Yourself for Hidden Bias - Learning for Justice
• The Implicit Association Test (IAT)
• The World is Relying on a Flawed Psychological Test to Fight Racism
• What Happens Before? A Field Experiment Exploring How Pay and Representation Differentially Shape Bias on the Pathway into Organizations
• When and How to Respond to Microaggressions
• When Employees Think the Boss Is Unfair, They're More Likely to Disengage and Leave
• Why Diversity Programs Fail
• Written in Black and White
• Your Unconscious Bias Trainings Keep Failing Because You're Not Addressing Systemic Bias

Books on Bias

• Biased: Uncovering the Hidden Prejudice That Shapes What We See, Think, and Do- By Jennifer Lynn Eberhardt | 2019
• Blindspot - Hidden Biases of Good People- By Mahzarin R. Banaji and Anthony G. Greenwald – 2016
• Blindspot: Hidden Biases of Good People
• Blindspot: hidden biases of good people by Mahzarin R. Banaji; Anthony G. Greenwald
• Erasing Institutional Bias: How to Create Systemic Change for Organizational Inclusion- By Tiffany Jana & Ashley Diaz Mejies – 2018
• Risky business : unlocking unconscious biases in decisions by Anna Withers and Mark Withers
• Subtle Acts of Exclusion - How to Understand, Identify, and Stop Microaggressions- By Tiffany Janna and Michael Baran – 2020
• Sway: Unravelling Unconscious Bias - Pragya Agarwal
• The Leader's Guide to Unconscious Bias: How To Reframe Bias, Cultivate Connection, and Create High-Performing Teams (Release date: October 2020)- By Pamela Fuller and Anne Chow
• The Person You Mean to Be: How Good People Fight Bias by Dolly Chugh; Laszlo Block
• The power of context: how to manage our bias and improve our understanding of others by Daniel R. Stalde
• The Science of Equality, Vol. 1: Addressing Implicit Bias, Racial Anxiety, and Stereotype Threat in Education and Health Care
• The Science of Equality, Vol. 2: The Effects of Gender Roles, Implicit Bias, and Stereotype Threat on the Lives of Women and Girls
• Weight bias : nature, consequences, and remedies by Kelly D. Brownell (Editor); Leslie Rudd (Editor); Marlene B. Schwartz (Editor); Rebecca M. Puhl (Editor)

Videos and Podcasts

• Are you biased? I am | Kristen Pressner | TEDxBasel
• Cultural Humility: People, Principles and Practices 
• How to Outsmart Your Own Unconscious Bias (Video) - Valerie Alexander | TEDxPasadena
• How to Outsmart Your Own Unconscious Bias, Valerie Alexander at TEDxPasadena
• Howard Ross: "Everyday Bias: Identifying and Navigating Unconscious Judgments" | Talks at Google
• Implicit Association Test | Mahzarin Banaji
• Implicit Bias Defined
• Implicit Bias, Peanut Butter and Jelly, and Racism
• Implicit Bias: The Psychology of Ordinary Prejudice in Everyday Lives
• Stories About Implicit Bias
• Systemic Racism & The Way We Think: Implicit Bias; Keith Payne, UNC Psychology & Neuroscience
• Talking Implicit Bias in Policing
• Unconscious Bias- TED Talk
• Unconscious Bias: Stereotypical Hiring Practices (Video) - Gail Tolstoi-Miller | TEDxLincolnSquare
• Uncovering Hidden Biases
• Uncovering Privilege and Addressing Microaggressions
• Understanding Your Racial Biases
• We all have implicit biases. So what can we do about it?, Dushaw Hockett at TEDxMidAtlanticSalon

• Multifaith Engagement for Transformative Action (META) at Miami University
• Countering and Dismantling Islamophobia: A Comprehensive Guide for Individuals and Organizations
• Dismantling Islamophobia: Harvard University
• Islamophobia: Social Equity Resources- University of Nebraska Omaha Lib Guide
• Muslim Mental Health Consortium: Michigan State University
• Tackling Islamophobia and Religious Discrimination
• Teaching about Islamophobia
• Resources on Combatting Islamophobia: Columbia University
• American Muslims 101: Resources for Interfaith Leaders, Community Educators, and Allies
• What is Islamophobia?

Books:

• First Gen: A Memoir by Alejandra Campoverdi
• First Generation: 36 Trailblazing Immigrants and Refugees Who Make America Great by Sandra Neil, Rich Wallace, and Agata Nowicka
• The Hidden Curriculum: First Generation Students at Legacy Universities by Rachel Gable
• First-Gen, NextGen: A Guide to Thriving as First-Generation Latinx in the Next Generation of the American Workforce by Victoria F. Banuelos

Podcasts:

• How to College: First Gen
• The First-Gen Lounge
• Cafecito con Estrellita
• First-Generation TRIUMPH

Videos:

• What I have learned as a first-generation college student | Lyric Swinton | TEDxUofSC
• What Does It Mean To Be First-Generation?: Golden Conversations
• Instilling the ‘Senses’ for First-Generation College Students | Lindsey Dubose | TEDxTulane
• First Gen Latina navigating higher education & beating the odds | Estrella Serrato | TEDxLakeBalboa

Articles:

• "Exploring Black girl magic: Identity Development of Black first-gen college women" by Qua'Aisa Williams, Brittany M. Williams, and Lamesha C. Brown
• "First-Generation Student Status is Not Enough: How Acknowledging Students with Working-Class Identities Can Help Us Better Serve Students" by Shonda L. Goward
• "Scaling success for low-income, first-generation in college, and/or racially minoritized students through a culture of ecological validation." by Kezar, A., Hallett, R. E., Perez, R. J., & Kitchen, J. A.
• “'It was Hard to Prepare without Knowing What I was Preparing for': Latine Youth Experiences of a First-Generation College-Going Group" by Havlik, S., Malott, K., Wheatcroft, J., & Salas, S.

The Office of Transformational and Inclusive Excellence promotes communication practices that support and contribute to belonging for all members of the Miami community. Inclusive language puts our humanity at the forefront and allows everyone to feel recognized and valued. Learning about and using respectful, identity-affirming language is key to creating a welcoming environment for all members of our community. 

In alignment with strategic efforts around diversity, equity, and inclusion, this Inclusive Language Guide provides best practices and resources for language usage on 

• Forms
• Email templates
• Newsletters and 
• Other correspondence

This is a living document, and the Miami community is invited to contribute to our inclusive langauge approach. If you have any suggestions or recommendations, please email OIDI@miamioh.edu. 

Click here to access our Inclusive Language Guide.

Reading

• Divergent Mind: Thriving in a World that Wasn't Designed for You by Jenara Nerenberg
• The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain by Thomas Armstrong, Ph.D.
• Neurotribes: The Legacy of Autism and the Future of Neurodiversity by Steve Silberman
• A Mango Shaped Space by Wendy Mass
• Too Loud, Too Bright, Too Fast, Too Tight: What to Do If YOu Are Sensory Defensive in an Overstimulating World by Sharon Heller
• "Ableist ivory towers: a narrative review informing about the lived experiences of neurodivergent staff in contemporary higher education" by Damian Mellifont
• "Academia, as a whole, is structured entirely without any consideration for neurodivergency," and other things neurodivergent students want you to know" by McDermott, L. G., & Mosley, N. A. (2023)
• "Positive Predictors of Life Satisfaction for Autistic College Students and Their Neurotypical Peers" by Casagrande, K., Frost, K. M., Bailey, K. M., & Ingersoll, B. R. (2020)
• "Building Neurodiversity-Inclusive Postsecondary Campuses: Recommendations for Leaders in Higher Education" by Dwyer, P., Mineo, E., Mifsud, K., Lindholm, C., Gurba, A., & Waisman, T. C. (2023)

Watching/Listening

• The Neurodiversity Podcast by Emily Kircher-Morris
• Neurodiversity- Eliminating Kryptonite; Enabling Superheroes by Theo Smith
• Uniquely Human: The Podcast
• Exploring Different Brains by Harold Hackie Reitman, MD
• Neurodiversity: The New Normal | Cynthia Coupé | TEDxOcala
• The Future is Neurodivergent | Jennifer Poyntz | TEDxAungierSt
• What is Neurodiversity? And why it's important for academia to know about it

Podcasts: 

• VA Podcast Network
• Veterans in America
• Talking Later: Veterans' Stories of Late-Life PTSD
• DAV Podcast

Videos:

• D-Day Paratrooper Tim Rice
• History of Veterans Day
• Veterans Health: Library of Videos

Books:

• The Silent Veteran by Vance Becker
• Separating From Service: The Mental Health Handbook for Transitioning Veterans by Eric Burleson
• Heart of a Soldier by James B. Stewart
• The Things They Carried by Tim O'Brien
• You Deserve It: The Definitive Guide to Getting the Veteran Benefits You've Earned by Brian Reese

Articles:

• "Transitions: Combat Veterans as College Students" by Robert Ackerman, David DiRamio, & Regina L. Garza Mitchell
• "An Emerging Population: Student Veterans in Higher Education in the 21st Century" by Mary Falkey
• "Exploring Significant Factors that Impact the Academic Success of Student Veterans in Higher Education" by Claire Semer, et al.
• "Student veterans in higher education: The critical role of veteran resource cetners" by Sant Barmak et al.
• "Higher Education as a Tool for Veterans in Transition: Battling the Challenges" by Yvonne Hunter-Johnson et al.