The following articles and chapters provided background information for the Inclusive Teaching pages.

Atwater, M. M. (2000). Equity for Black Americans in precollege science. Science Education, 84, 154-179.

Bell, L. A., Washington, S., Weinstein, G., & Love, B. (1997). Knowing ourselves as instructors. In M. Adams, L. A. Bell, & P. Griffin (Eds.). Teaching for diversity and social justice. New York: Routledge.

Bianchini, J. A., Cavazos, L. M., & Helms, J. V. (2000). From professional lives to inclusive practice: Science teachers and scientists' views of gender and ethnicity in science education. Journal of Research in Science Teaching, 37(6), 511-547.

Breslow, L. (2001). Transforming novice problem solvers into experts. Teach Talk, 13(3). Cambridge, MA: MIT, Teaching and Learning Laboratory.

Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Felder, R. M. (1997). Who needs these headaches? Reflections on teaching first-year engineering students. Success 101, 2. http://www.ncsu.edu/felder-public/Papers/headaches.htm. Retrieved July 15, 2004.

Ferguson, R. F. (1998). Teachers’ perceptions and expectations and the black-white test score gap. In C. Jencks & M. Phillips (Eds.), The black-white test score gap. Washington, D.C.: Brookings Institution Press.

Gonzalez, J. (1994). Once you accept, then you can teach. In H. Roberts and Associates (Eds.). Teaching from a multicultural perspective. Sage.

Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R., et al. (2004). Scientific teaching. Science, 304, 522-523.

Higginbotham, E. (1999). Getting all students to listen: Analyzing and coping with student resistance. In B. A. Pescosolido & R. Aminzade (Eds.), The social worlds of higher education. (pp. 472-479). Thousand Oaks, CA:Pine Forge Press.

Marx, D. M., Brown, J. L., & Steele, C. M. (1999). Allport’s legacy and the situational press of stereotypes. Journal of Social Issues, 55(3), 491-502.

Montgomery, S. & Barrett, M. C. (1997). Undergraduate women in science and engineering: Providing academic support. Occasional Papers, 8. Ann Arbor, MI: University of Michigan Center for Research on Learning and Teaching.

Nelson, C. E. (1996). Student diversity requires different approaches to college teaching, even in math and science. American Behavioral Scientist, 40(2), 165(11).

Reddick, L., Jacobson, W., Linse, A. & Yong, D. (2006). An inclusive teaching framework for science, technology, engineering, and math. In M. Ouellett (Ed.), Teaching inclusively: Diversity and faculty development. Stillwater, OK: New Forums Press.

Sadker, M., & Sadker, D. (1992). Ensuring equitable participation in college classes. In L. L. B. Border & N. VN. Chism (Eds.), Teaching for diversity (pp. 49-56). San Francisco: Jossey-Bass.

Seymour, E. & Hewitt, N. M. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder: Westview Press.

Wlodowski, R., & Ginsberg, M. (1995). Diversity and motivation: Culturally responsive Teaching. San Francisco: Jossey-Bass