Resources and References
A curated collection from the Antiracism Committee. Please send any materials for consideration to coseantiracism@sfsu.edu.
Direct Link (internal SFSU only) requires SFSU login credentials for access to Box.
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 Sciences, 117(12), 6476-6483.www.pnas.org/cgi/doi/10.1073/pnas.1916903117 |
| 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 sciences, 111(23), 8410-8415. www.pnas.org/cgi/doi/10.1073/pnas.1319030111 |
| 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 Education, 11(1), 42. https://doi.org/10.1186/s40594-024-00501-7 |
| 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 education, 9(1), 55. https://doi.org/10.1186/s40594-022-00372-w |
| 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 |
| 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 |
| 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 |
| 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 |
| 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 |
| 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 Education, 66(4), 304-318. https://doi.org/10.1080/10899995.2018.1510235 |
| 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 Education, 100(4), 1547-1556. https://doi.org/10.1021/acs.jchemed.2c01121 |
| 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 Education, 58(5), 1152-1167. https://doi.org/10.1080/00219266.2023.2174158 |
| 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 Learning, 19(1). doi: 10.14434/josotl.v19i1.26777 |
| 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 Au, 3(10), 2715-2735. https://doi.org/10.1021/jacsau.3c00192 |
| 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 Research, 16(1), 010117. DOI: 10.1103/PhysRevPhysEducRes.16.010117 |
| 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. BioScience, 70(3), 237-242. https://doi.org/10.1093/biosci/biz167 |
| 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 biology, 17(9), e1009313. https://doi.org/10.1371/journal.pcbi.1009313 |
| 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 Education, 16(2), ar34. https://doi.org/10.1187/cbe.16-07-0211 |
| 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 |
| 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 Sciences, 14(2), 162. https://doi.org/10.3390/educsci14020162 |
| 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 Education, 19(1), 3-18. https://doi.org/10.1177/15381927187662 |
| 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 |
| 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/ |
| 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 |
| 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 Education, 20(3), ar48. https://doi.org/10.1187/cbe.20-06-0121 |
| 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 psychology, 56, 180-192. https://doi.org/10.1016/j.cedpsych.2019.01.004 |
| 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 Psychology, 41(2), 148-170. https://doi.org/10.1177/0261927X211030674 |
| 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 sciences, 14(6), 647. https://doi.org/10.3390/educsci14060647 |
| 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 education, 5, 1-14. https://doi.org/10.1186/s40594-018-0137-0 |
| 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 Education, 17(2), 557-588. https://doi.org/10.1007/s11422-021-10071-7 |
| 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 Technology, 29, 272-281. https://doi.org/10.1007/s10956-020-09813-z |
| 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 Teaching, 57(7), 1093-1118. https://doi.org/10.1002/tea.21623 |
| 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 |
| 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 Education, 20(4), 365-384. https://doi.org/10.1177/1538192719867096 |
| 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 Education, 11(1), A44. https://pmc.ncbi.nlm.nih.gov/articles/PMC3592737/ |
| "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 Education, 10(1), 20. https://doi.org/10.1186/s40594-023-00411-0 |
| 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 Education, 15(3), ar47. https://doi.org/10.1187/cbe.16-01-0002 |
| 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 Psychology, 38(3), 247-258. http://dx.doi.org/10.1016/j.cedpsych.2013.04.003 |
| 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) |