Resource List
Below you will find resources for eliminating racism in workplaces and communities.
Arif S, Massey MDB, Klinard N, Charbonneau J, Jabre L, Martins AB, et al. (2021) Ten simple rules for supporting historically underrepresented students in science. PLoS Comput Biol 17(9): e1009313. https://doi.org/10.1371/journal.pcbi.1009313
Accessible Meeting & Event Checklist (Cornell University Division of Human Resources)
Diversity, Equity, Inclusion and Accessibility: A Foundation for Meaningful Change (U.S. Department of Labor Blog)
Buchanan, N. T., Perez, M., Prinstein, M. J., & Thurston, I. B. (2021). Upending racism in psychological science: Strategies to change how science is conducted, reported, reviewed, and disseminated. American Psychologist, 76(7), 1097–1112. https://fabbs.org/wp-content/uploads/2020/12/Upending-Racism-Buchanan-Perez-Prinstein-Thurston-under-review.pdf
Ledgerwood, A., Hudson, S. T. J., Lewis, N. A., Maddox, K. B., Pickett, C. L., Remedios, J. D., Cheryan, S., Diekman, A. B., Dutra, N. B., Goh, J. X., Goodwin, S. A., Munakata, Y., Navarro, D. J., Onyeador, I. N., Srivastava, S., & Wilkins, C. L. (2022). The Pandemic as a Portal: Reimagining Psychological Science as Truly Open and Inclusive. Perspectives on Psychological Science, 17(4), 937–959. https://doi.org/10.1177/17456916211036654
Carnes M, Fine E, Sheridan J. Promises and Pitfalls of Diversity Statements: Proceed With Caution. Acad Med. 2019 Jan;94(1):20-24. doi: 10.1097/ACM.0000000000002388. PMID: 30067539; PMCID: PMC6309930. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6309930/
AORTA Anti-Oppressive Meeting Facilitation
Equity vs. Equality: What’s the Difference? MPH@GW, the George Washington University online Master of Public Health program
Feedback and Bias Reporting (UC Davis Department of Psychology)
Murrar, S., Campbell, M.R. & Brauer, M. Exposure to peers’ pro-diversity attitudes increases inclusion and reduces the achievement gap. Nat Hum Behav 4, 889–897 (2020). https://doi.org/10.1038/s41562-020-0899-5
Guide to Allyship - Amélie Lamont
LeMaire, Kelly L., Melissa Miller, Kim Skerven, Gabriela A. Nagy. 2020. “Allyship in the Academy Susan Bulkeley Butler Center for Leadership Excellence and ADVANCE Working Paper Series 3(1): 6-26. https://www.purdue.edu/butler/documents/5-WPS_Spring-2020_Allyship-in-the-Academy.pdf
Fuentes, M. A., Zelaya, D. G., & Madsen, J. W. (2021). Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion. Teaching of Psychology, 48(1), 69–79. https://doi.org/10.1177/0098628320959979
Reflecting on Your Practice: Equity-Focused Teaching Strategies (University of Michigan – Center for Research on Learning and Teaching)
De Los Reyes, A., Uddin, L.Q. Revising evaluation metrics for graduate admissions and faculty advancement to dismantle privilege. Nat Neurosci 24, 755–758 (2021). https://doi.org/10.1038/s41593-021-00836-2
Teaching Strategies (Boston College Center for Teaching Excellence)
Boyce, A. (2021). Strategies for Mentoring and Advising Evaluation Graduate Students of Color. Canadian Journal of Program Evaluation, 35(3). https://www.utpjournals.press/doi/abs/10.3138/cjpe.69574
Young, M. D., & Brooks, J. S. (2008). Supporting graduate students of color in educational administration preparation programs: Faculty perspectives on best practices, possibilities, and problems. Educational Administration Quarterly, 44(3), 391-423. https://doi.org/10.1177/0013161X08315270
Baker, V. L., & Pifer, M. J. (2011). The role of relationships in the transition from doctoral student to independent scholar. Studies in Continuing Education, 33(1): 5–17. https://doi.org/10.1080/0158037X.2010.515569
Taylor, E., & Antony, J. S. (2000). Stereotype threat reduction and wise schooling: Towards the successful socialization of African American doctoral students in education. The Journal of Negro Education, 69(3): 184–98. https://doi.org/10.2307/2696231
Chan, A. W., Yeh, C. J., & Krumboltz, J. D. (2015). Mentoring ethnic minority counseling and clinical psychology students: A multicultural, ecological, and relational model. Journal of Counseling Psychology, 62(4), 592–607. https://docksci.com/mentoring-ethnic-minority-counseling-and-clinical-psychology-students-a-multicul_5a43b17ed64ab28bf3f137f4.html
Thomas, D. A. (1993). Racial dynamics in cross-race developmental relationships. Administrative Science Quarterly, 38(2): 169-194. https://doi.org/10.2307/2393410
Vriesman, V.P. A Guide for non-Black Mentors of Black Students and Underrepresented Students of Color in STEM. https://veronica-padilla.weebly.com/uploads/1/2/0/1/120174067/guide_to_mentorship_of_bipoc_v._6.pdf
Leitner JB, Ayduk O ̈, Boykin CM, Mendoza-Denton R (2018) Reducing negative affect and increasing rapport improve interracial mentorship outcomes. PLoS ONE 13(4): e0194123. https://doi.org/10.1371/journal.pone.0194123
G Anderson, A.J., Sánchez, B., Reyna, C., & Rasgado-Flores, H. (2020). “It Just Weighs in the Back of Your Mind”: Microaggressions in Science. Journal of Women and Minorities in Science and Engineering, 26, 1-30. https://www.pnas.org/doi/10.1073/pnas.2020508118
Dupree, C. H., & Boykin, C. M. (2021). Racial Inequality in Academia: Systemic Origins, Modern Challenges, and Policy Recommendations. Policy Insights from the Behavioral and Brain Sciences, 8(1), 11–18. https://doi.org/10.1177/2372732220984183
Straka, B. C., Gaither, S. E., Acheson, S. K., & Swartzwelder, H. S. (2019). “Mixed” Drinking Motivations: A Comparison of Majority, Multiracial, and Minority College Students. Social Psychological and Personality Science, 1948550619883294. https://doi.org/10.1177/1948550619883294
Ortiz-Walters, R., & Gilson, L. L. (2005). Mentoring in academia: An examination of the experiences of proteges of color. Journal of Vocational Behavior, 67: 459-475. https://doi.org/10.1016/j.jvb.2004.09.004
A Guide for Writing Anti-Racist Tenure and Promotion Letters
American Psychological Association. (2021, June 11). Managing your distress in the aftermath of racial trauma and stress. https://www.apa.org/topics/racism-bias-discrimination/managing-distress-racial-trauma
Excellence & Diversity – A Guide for Search Committees at the University of Wisconsin-Madison (Women in Science & Engineering Leadership Institute – University of Wisconsin-Madison)
Equity-Minded Faculty Workloads – What We Can and Should Do Now (American Council on Education)
Herrmann, S. D., Varnum, M. E. W., Straka, B. C., & Gaither, S. E. (2021). Social Class Identity Integration and Success for First-Generation College Students: Antecedents, Mechanisms, and Generalizability. Self and Identity, 0(0), 1–35. https://doi.org/10.1080/15298868.2021.1924251
Baker, V. L., & Lattuca, L. R. (2010). Developmental networks and learning: Toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7): 807–27. https://doi.org/10.1080/03075070903501887
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The Eliminating Racism in Workplaces and Communities Task Force was created during the summer of 2021 after recommendations were presented by the Equity and Anti-Racism Task Force. One of the recommendations was to provide resources to SPSP members on eliminating racism in workplaces and communities. Much of the research that we publish has practical implications; however, the translation of theory into practice is lacking. As the professional home of many researchers who investigate and practitioners who engage in equity and anti-racism practices, SPSP is well-positioned to educate not only its membership but also broader public audiences in this domain. Furthermore, SPSP has a responsibility to model the importance of such educational activities for its student members, who are the future of our field. As past and current events have demonstrated, inequitable practices pervade society‘s systems and institutions, creating and perpetuating racial and socioeconomic disparities, and yet many (even well-intentioned) people are uninformed or misinformed about best practices to address biases and disparities.
The task force consisted of Malik Boykin (chair), Simon Howard, Kate Ratliff, Christine Reyna, Brenda Straka, Negin Toosi, Daryl A. Wout, Julia Ryan, and Cydney Dupree. After researching tools that exist, the subcommittee decided to organize and distribute a combination of existing resources and original resources that will aim to advance the field by providing mechanisms and tools for public use designed to eliminate institutional racism. The task force followed APA guidelines for inclusive language for creating this text. We recognize there is often no perfect mechanism and tool for helping to eliminate institutional racism. These resources provide one approach. We are open to feedback regarding alternative approaches or if we overlooked an issue that should be included.