Resources and References

A curated collection from the Antiracism Committee. Please send any materials for consideration to coseantiracism@sfsu.edu.

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Resource Categories

Resource Title Full Citation and Box Link
Active learning narrows achievement gaps for underrepresented students in undergraduate science technology engineering and math

Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., ... & Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences117(12), 6476-6483.www.pnas.org/cgi/doi/10.1073/pnas.1916903117

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Active learning increases student performance in science engineering and mathematics

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the national academy of sciences111(23), 8410-8415. www.pnas.org/cgi/doi/10.1073/pnas.1319030111

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Academic social comparison-a promising new target to reduce fear of negative evaluation in large-enrollment college science courses

Pigart, C. J., MacKinnon, D. P., & Cooper, K. M. (2024). Academic social comparison: a promising new target to reduce fear of negative evaluation in large-enrollment college science courses. International Journal of STEM Education11(1), 42. https://doi.org/10.1186/s40594-024-00501-7

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Investigating the impact of peer supplemental instruction on underprepared and historically underserved students in introductory STEM courses

Anfuso, C., Awong-Taylor, J., Curry Savage, J., Johnson, C., Leader, T., Pinzon, K., ... & Achat-Mendes, C. (2022). Investigating the impact of peer supplemental instruction on underprepared and historically underserved students in introductory STEM courses. International journal of STEM education9(1), 55. https://doi.org/10.1186/s40594-022-00372-w

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Resource Title Full Citation and Box Link
Talking about leaving revisted-chapter 7 on weed-out classes

Thiry, H., Weston, T.J., Harper, R.P., Holland, D.G., Koch, A.K., Drake, B.M., Hunter, A., and Seymour, E. (2019). Weed out classes and their consequences. In Seymour, E. & Hunter, A. (eds). Talking about leaving revisited: Persistence, Relocation, and Loss in Undergraduate STEM Education. pp 197-244. https://doi.org/10.1007/978-3-030-25304-2

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Closing the opportunity gap: Identity-conscious strategies for retention and student success

Pendakur, V. (Ed.). (2016). Closing the Opportunity Gap: Identity-Conscious Strategies for Retention and Student Success (1st ed.). Routledge. https://doi.org/10.4324/9781003443414

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Higher Education-handbook of theory and research-Critical Examination of the Role of STEM in Propagating and Maintaining Race and Gender Disparities 

Carter, D.F., Razo Dueñas, J.E., and Mendoza, R. (2019). Critical Examination of the Role of STEM in Propagating and Maintaining Race and Gender Disparities. In Paulson, M.B. & Perna, L.W. (eds). Higher Education: Handbook of Theory and Research. pp 39-98. https://www.springer.com/series/6028

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Higher Education-handbook of theory and research- Places of Belonging: Person- and Place-Focused Interventions to Support Belonging in College

Murdock-Perriera, L.A., Boucher, K.L., Carter, E.R., and Murphy, M.C. (2019). Places of Belonging: Person- and Place-Focused Interventions to Support Belonging in College. In Paulson, M.B. & Perna, L.W. (eds). Higher Education: Handbook of Theory and Research. pp 291-324. https://www.springer.com/series/6028

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Resource Title Full Citation and Box Link
The Learning Assistant Model and DFW rates in introductory physics courses

Alzen, J. L., Langdon, L., & Otero, V. K. (2017). The Learning Assistant model and DFW rates in introductory physics courses. In Physics Education Research Conference Proceedings (pp. 36-39). doi:10.1119/perc.2017.pr.004

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Demonstrating the impact of classroom transformation on the inequality in DFW rates (“D” or “F” grade or withdraw) for first-time freshmen, females, and underrepresented minorities through a decadal study of introductory geology courses

Roberts, J. A., Olcott, A. N., McLean, N. M., Baker, G. S., & Möller, A. (2018). Demonstrating the impact of classroom transformation on the inequality in DFW rates (“D” or “F” grade or withdraw) for first-time freshmen, females, and underrepresented minorities through a decadal study of introductory geology courses. Journal of Geoscience Education66(4), 304-318. https://doi.org/10.1080/10899995.2018.1510235

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What Moves the Needle on DFW Rates and Student Success in General Chemistry? A Quarter-Century Perspective

Vyas, V. S., & Reid, S. A. (2023). What moves the needle on DFW rates and student success in general chemistry? A quarter-century perspective. Journal of Chemical Education100(4), 1547-1556. https://doi.org/10.1021/acs.jchemed.2c01121

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Increasing retention in STEM by improving GPA through peer mentors and course enrichments in introductory biology

Novick, P. A., Johnson, P. B., Winter, K., & Valad, J. (2024). Increasing retention in STEM by improving GPA through peer mentors and course enrichments in introductory biology. Journal of Biological Education58(5), 1152-1167. https://doi.org/10.1080/00219266.2023.2174158

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Assessing Collaborative, Project-based Learning Models in Introductory Science Courses

Huysken, K., Olivey, H., McElmurry, K., Gao, M., & Avis, P. (2019). Assessing collaborative, project-based learning models in introductory science courses. Journal of the Scholarship of Teaching and Learning19(1). doi: 10.14434/josotl.v19i1.26777

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Addressing Equity Asymmetries in General Chemistry Outcomes Through an Asset-Based Supplemental Course

Sevian, H., King-Meadows, T. D., Caushi, K., Kakhoidze, T., & Karch, J. M. (2023). Addressing equity asymmetries in general chemistry outcomes through an asset-based supplemental course. JACS Au3(10), 2715-2735. https://doi.org/10.1021/jacsau.3c00192

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Associations between learning assistants, passing introductory physics, and equity: A quantitative critical race theory investigation

Van Dusen, B., & Nissen, J. (2020). Associations between learning assistants, passing introductory physics, and equity: A quantitative critical race theory investigation. Physical Review Physics Education Research16(1), 010117. DOI: 10.1103/PhysRevPhysEducRes.16.010117

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Resource Title Full Citation and Box Link
The elephant in the room-race and STEM diversity

Miriti, M. N. (2020). The elephant in the room: race and STEM diversity. BioScience70(3), 237-242. https://doi.org/10.1093/biosci/biz167

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Ten simple rules for supporting historically underrepresented students in science

Arif, S., Massey, M. D. B., Klinard, N., Charbonneau, J., Jabre, L., Martins, A. B., ... & Nanglu, K. (2021). Ten simple rules for supporting historically underrepresented students in science. PLoS computational biology17(9), e1009313. https://doi.org/10.1371/journal.pcbi.1009313

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Race and gender differences in undergraduate research mentoring structures and research outcomes

Aikens, M. L., Robertson, M. M., Sadselia, S., Watkins, K., Evans, M., Runyon, C. R., ... & Dolan, E. L. (2017). Race and gender differences in undergraduate research mentoring structures and research outcomes. CBE—Life Sciences Education16(2), ar34. https://doi.org/10.1187/cbe.16-07-0211

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Improving persistence of underrepresented racial minority science majors-where to begin

Oyelaran, O. (2023, November). Improving persistence of underrepresented racial minority science majors: where to begin. In Frontiers in Education (Vol. 8, p. 1280609). Frontiers Media SA. https://doi.org/10.3389/feduc.2023.1280609

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Research mentors should support students of color by taking an extra step

Vierra, K. D., Beltran, D. R., Denecker, L., & Robnett, R. D. (2024). “Research Mentors Should Support Students of Color by Taking an Extra Step.” Undergraduates’ Reasoning about Race and STEM Research Mentorship. Education Sciences14(2), 162. https://doi.org/10.3390/educsci14020162

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Here the professors are your guide-latina o student validating experiences with faculty at a hispanic serving community college

Alcantar, C. M., & Hernandez, E. (2020). “Here the professors are your guide, tus guías”: Latina/o student validating experiences with faculty at a Hispanic-serving community college. Journal of Hispanic Higher Education19(1), 3-18. https://doi.org/10.1177/15381927187662

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Resource Title Full Citation and Box Link
A "Gap-Gazing" Fetish in Mathematics Education? Problematizing Research on the Achievement Gap

Gutiérrez, R. (2008). A “Gap-Gazing” Fetish in Mathematics Education? Problematizing Research on the Achievement Gap. Journal for Research in Mathematics Education, 39(4), 357–364. https://www.jstor.org/stable/40539302

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Syllabus Review Guide. The Syllabus: A Tool That Shapes Students' Academic Experiences

Roberts, M.T. The Syllabus: A Tool That Shapes Students' Academic Experiences. University of Southern California, Center for Urban Education. https://cue-equitytools.usc.edu/

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Collectively Closing our Equity Gaps-SF State Direct Link (internal SFSU only)
Pipelines and pathways-women of color in undergraduate STEM majors and the college experiences that contribute to persistence

Espinosa, L. L. (2011). Pipelines and pathways: Women of color in undergraduate STEM majors and the college experiences that contribute to persistence. Harvard Educational Review, 81(2), 209-240,388. https://www.proquest.com/docview/874155315/fulltextPDF/BE876CCF3CFC45ABPQ/1?accountid=13802&sourcetype=Scholarly%20Journals

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Transfer student experiences and identity navigation in STEM-overlapping figures worlds of success

Zuckerman, A. L., & Lo, S. M. (2021). Transfer student experiences and identity navigation in STEM: Overlapping figured worlds of success. CBE—Life Sciences Education20(3), ar48. https://doi.org/10.1187/cbe.20-06-0121

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Resource Title Full Citation and Box Link
Science identity development trajectories in a gateway college chemistry course: Predictors and relations to achievement and STEM pursuit

Robinson, K. A., Perez, T., Carmel, J. H., & Linnenbrink-Garcia, L. (2019). Science identity development trajectories in a gateway college chemistry course: Predictors and relations to achievement and STEM pursuit. Contemporary educational psychology56, 180-192. https://doi.org/10.1016/j.cedpsych.2019.01.004

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STEM Identities: A Communication Theory of Identity Approach

Stewart, C. O. (2022). STEM identities: A communication theory of identity approach. Journal of Language and Social Psychology41(2), 148-170. https://doi.org/10.1177/0261927X211030674

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Research, Science Identity, and Intent to Pursue a Science Career: A BUILD Intervention Evaluation at CSULB

Ramos, H. V., & Vu, K. P. L. (2024). Research, science identity, and intent to pursue a science career: a BUILD intervention evaluation at CSULB. Education sciences14(6), 647. https://doi.org/10.3390/educsci14060647

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The longitudinal effects of STEM identity and gender on flourishing and achievement in college physics

Seyranian, V., Madva, A., Duong, N., Abramzon, N., Tibbetts, Y., & Harackiewicz, J. M. (2018). The longitudinal effects of STEM identity and gender on flourishing and achievement in college physics. International journal of STEM education5, 1-14. https://doi.org/10.1186/s40594-018-0137-0

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Cultural identity central to Native American persistence in science

Chow-Garcia, N., Lee, N., Svihla, V., Sohn, C., Willie, S., Holsti, M., & Wandinger-Ness, A. (2022). Cultural identity central to Native American persistence in science. Cultural Studies of Science Education17(2), 557-588. https://doi.org/10.1007/s11422-021-10071-7

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Incremental Beliefs, STEM Efficacy and STEM Interest Among First-Year Undergraduate Students

Lytle, A., & Shin, J. E. (2020). Incremental beliefs, STEM efficacy and STEM interest among first-year undergraduate students. Journal of Science Education and Technology29, 272-281. https://doi.org/10.1007/s10956-020-09813-z

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Engaging in science practices in classrooms predicts increases in undergraduates' STEM motivation, identity, and achievement: A short term longitudinal study

Starr, C. R., Hunter, L., Dunkin, R., Honig, S., Palomino, R., & Leaper, C. (2020). Engaging in science practices in classrooms predicts increases in undergraduates' STEM motivation, identity, and achievement: A short‐term longitudinal study. Journal of Research in Science Teaching57(7), 1093-1118. https://doi.org/10.1002/tea.21623

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Research Environments as Counterspaces? Examining Spaces that Inhibit and Support Science Identity Development for Black Students in STEM

Lane, T.B. (2016). Research Environments as Counterspaces? Examining Spaces that Inhibit and Support Science Identity Development for Black Students in STEM. Urban Education Research & Policy Annuals. 4(1), 160-169. https://journals.charlotte.edu/urbaned/article/view/481

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Resource Title Full Citation and Box Link
Peer coaching program development-a framework of first-year latina o student persistence pursuing STEM pathways at a hispanic serving institution

Cruz, C., Rajpal, G., Lecocke, M., Martines, I., & Lurie, A. (2021). Peer coaching program development: A framework of first-year Latina/o student persistence pursuing STEM pathways at a Hispanic serving institution. Journal of Hispanic Higher Education20(4), 365-384. https://doi.org/10.1177/1538192719867096

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Cultivating diversity and competency in STEM-challenges and remedies for removing virtual barriers to constructing diverse higher education communities of success

Whittaker, J. A., & Montgomery, B. L. (2012). Cultivating diversity and competency in STEM: Challenges and remedies for removing virtual barriers to constructing diverse higher education communities of success. Journal of Undergraduate Neuroscience Education11(1), A44. https://pmc.ncbi.nlm.nih.gov/articles/PMC3592737/

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"Dear future woman of STEM": Letters of advice from women in STEM

Freedman, G., Green, M. C., Kussman, M., Drusano, M., & Moore, M. M. (2023). “Dear future woman of STEM”: letters of advice from women in STEM. International Journal of STEM Education10(1), 20. https://doi.org/10.1186/s40594-023-00411-0

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Resource Title Full Citation and Box Link
Scientist spotlight homework assignments shift students' stereotypes of scientists and enhance science identity in a diverse introductory science class

Schinske, J. N., Perkins, H., Snyder, A., & Wyer, M. (2016). Scientist spotlight homework assignments shift students’ stereotypes of scientists and enhance science identity in a diverse introductory science class. CBE—Life Sciences Education15(3), ar47. https://doi.org/10.1187/cbe.16-01-0002

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Changes in race and sex stereotype threat among diverse STEM students-relation to grades and retention in the majors

Cromley, J. G., Perez, T., Wills, T. W., Tanaka, J. C., Horvat, E. M., & Agbenyega, E. T. B. (2013). Changes in race and sex stereotype threat among diverse STEM students: Relation to grades and retention in the majors. Contemporary Educational Psychology38(3), 247-258. http://dx.doi.org/10.1016/j.cedpsych.2013.04.003

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Resource Title Full Citation and Box Link
USC’s Equity-minded Syllabus Review Guide with good examples of what NOT to do Direct Link (internal SFSU only)
Appendix to a USC’s Center for Urban Education Equity-minded Syllabus Direct Link (internal SFSU only)
The social-justice syllabus design tool paper and Table-Tool Direct Link (internal SFSU only)