References
- Acevedo, S. M., Aho, M., Cela, E., Chao, J. C., Garcia-Gonzales, I., MacLeod, A., & Olague, C. (2015). Positionality as knowledge: From pedagogy to praxis. Integral Review: A Transdisciplinary & Transcultural Journal for New Thought, Research, & Praxis, 11(1), 28–46.
- Alvarez McHatton, P., Keller, H., Shircliffe, B., & Zalaquett, C. (2009). Examining efforts to infuse diversity within one college of education. Journal of Diversity in Higher Education, 2(3), 127–135. https://doi.org/10.1037/a0016190
- Banks, J. A. (1997). Educating citizens in a multicultural society. Multicultural education series. Teachers College Press (paperback: ISBN-0-8077-3631-7; clothbound: ISBN-0-8077-3632-5).
- Basow, S. A., & Martin, J. L. (2012). Bias in student evaluations. In M. E. Kite (Ed.), Effective evaluation of teaching: A guide for faculty and administrators (pp. 40–49). Society for the Teaching of Psychology. http://teachpsych.org/ebooks/evals2012/index.php
- Basow, S., Codos, S., & Martin, J. (2013). The effects of professors' race and gender on student evaluations and performance. College Student Journal, 47(2), 352–363.
- Bavishi, A., Madera, J. M., & Hebl, M. R. (2010). The effect of professor ethnicity and gender on student evaluations: Judged before met. Journal of Diversity in Higher Education, 3(4), 245–256. https://doi.org/10.1037/a0020763
- Berk, R. A., Naumann, P. L., & Appling, S. E. (2004). Beyond student ratings: Peer observation of classroom and clinical teaching. International Journal of Nursing Education Scholarship, 1(1), 1–26. https://doi.org/10.2202/1548-923X.1024
- Boatright-Horowitz, S. L., & Soeung, S. (2009). Teaching White privilege to White students can mean saying good-bye to positive student evaluations. American Psychologist, 64(6), 574–575. https://doi.org/10.1037/a0016593
- Boler, M. (1999). A pedagogy of discomfort: Witnessing and the politics of anger and fear. Chap. 8 in Feeling power: Emotions and education (175–203). Routledge.
- Boring, A., Ottoboni, K., & Stark, P. B. (2016, June 9). Student evaluations of teaching are not only unreliable, they are significantly biased against female instructors. LSE Blogs. http://blogs.lse.ac.uk/impactofsocialsciences/2016/02/04/student-evaluations-of-teaching-gender-bias/
- Clayson, D. E. (2013). Initial impressions and the student evaluation of teaching. Journal of Education for Business, 88(1), 26–35.
- Council for the Accreditation of Educator Preparation (CAEP). (2013). The CAEP standards. http://caepnet.org/standards
- DiAngelo, R., & Sensoy, Ö. (2010). “Ok, I get it! Now tell me how to do it!”: Why we can’t just tell you how to do critical multicultural education. Multicultural Perspectives, 12(2), 97–102.
- Dunn, A. H., Dotson, E. K., Ford, J. C., & Roberts, M. A. (2014). “You won't believe what they said in class today”: Professors’ reflections on student resistance in multicultural education courses. Multicultural Perspectives, 16(2), 93–98.
- Gay, G. (2000). Culturally responsive teaching: Theory, practice and research. Teachers College Press.
- Gay, G. (2010). Acting on beliefs in teacher education for cultural diversity. Journal of Teacher Education, 61(1–2), 143–152.
- King, E., & Butler, B. R. (2015). Who cares about diversity? A preliminary investigation of diversity exposure in teacher preparation programs. Multicultural Perspectives, 17(1), 46–52.
- Kulik, C. T., & Roberson, L. (2008). Common goals and golden opportunities: Evaluations of diversity education in academic and organizational settings. Academy of Management Learning & Education, 7(3), 309–331.
- Kyles, C. R., & Olafson, L. (2008). Uncovering preservice teachers’ beliefs about diversity through reflective writing. Urban Education, 43(5), 500–518.
- Lam, K.D. (2015). Teaching for liberation: Critical reflection in teacher education. Multicultural Perspectives, 17(3), 157–162.
- Little-Wienert, K., & Mazziotti, M. (2017). Twelve tips for creating an academic teaching portfolio. Medical Teacher, 40(1), 26–30.
- 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.
- McClain, L., Gulbis, A., & Hays, D. (2017). Honesty on student evaluations of teaching: Effectiveness, purpose, and timing matter!. Assessment & Evaluation in Higher Education, 43(3), 369–385.
- McCullough, B. D., & Teodorescu, R. (2018). Using student evaluations of teaching to support faculty: Use proportions instead of means to analyze SETs. Journal of Higher Education Theory & Practice, 18(2), 138–144.
- Miller, J. E., & Seldin, P. (2014). Changing practices in faculty evaluation. Academe, 100(3), 35–38.
- NASDTEC. (2008). Knowledgebase. www.nasdtec.info.
- O’Grady, C. R. (Ed.). (2014). Integrating service learning and multicultural education in colleges and universities. Routledge.
- Pittman, C. T. (2012). Racial microaggressions: The narratives of African American faculty at a predominantly white university. The Journal of Negro Education, 81(1), 82–92.
- Sales, A., Traver, J. A., & García, R. (2011). Action research as a school-based strategy in intercultural professional development for teachers. Teaching and Teacher Education, 27(5), 911–919.
- Seldin, P. (2004). The teaching portfolio (3rd ed.). Anker.
- Seldin, P.I., Miller, E., & Seldin, C. (2010). The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions. Jossey-Bass.
- Sleeter, C. E. (2011). Keepers of the American dream: A study of staff development and multicultural education (Vol. 121). Routledge.
- 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.
- Sohr-Preston, S. L., Boswell, S. S., McCaleb, K., & Robertson, D. (2016). Professor gender, age, and “hotness” in influencing college students' generation and interpretation of professor ratings. Higher Learning Research Communications, 6(3), 3.
- Venner, K. L., & Verney, S. P. (2015). Motivational interviewing: Reduce student reluctance and increase engagement in learning multicultural concepts. Professional Psychology: Research and Practice, 46(2), 116–123.
- Wang, H. (2008). Red eyes. Multicultural Perspectives, 10(1), 10–16.
- White, K. R. (2009). Using preservice teacher emotion to encourage critical engagement with diversity. Studying Teacher Education, 5(1), 5–20.
- Young, J. L. (2017a). Affective or effective? A Black female professor’s critical reflection on teaching effectiveness of multicultural courses. Professing Education, 6(1), 79–89.
- Young, J. L. (2017b). Does digital curricula matter? An examination of online versus traditional multicultural education course delivery. Higher Education Politics & Economics, 3(1), 207–221.
- Zembylas, M. (2015). ‘Pedagogy of discomfort’ and its ethical implications: The tensions of ethical violence in social justice education. Ethics and Education, 10(2), 163–174.
- Zembylas, M., Charalambous, C., Charalambous, P., & Kendeou, P. (2011). Promoting peaceful coexistence in conflict-ridden Cyprus: Teachers’ difficulties and emotions toward a new policy initiative. Teaching and Teacher Education, 27(2), 332–341.