Teaching Strategies

Works Cited

• Beilock, Sian, Robert Rydell and Allen McConnell, “Stereotype threat and working memory: Mechanisms, alleviation, and spillover. Journal of Experimental Psychology: General,” Journal of Experimental Psychology, General 136.2 (2007), 256-276. https://doi.org/10.1037/0096-3445.136.2.256  
• Garvey, Jason, Dian Squire, Brett Stachler, and Susan Rankin, “The impact of campus climate on queer-spectrum student academic success,” Journal of LGBT Youth 15.2 (2018), 89-105. https://doi.org/10.1080/19361653.2018.1429978 
• Greathouse, Maren, Allison BrckaLrenz, Mary Hoban, Ronald Huesman, Jr., Susan Rankin and Ellen Bara Stolzenberg, “Queer-spectrum and trans-spectrum student experiences in American higher educaiton: The analyses of national survey findings,” 2018. Rutgers, New Jersey: Tyler Clementi Center. 
• Lee, Mark, Ellen Kahn, Ashland Johnson, and LIam Miranda. HRC 2018 LGBTQ Youth Report.(2018)
• Walton, Gregory M., and Geoffry L. Cohen, “A question of belonging: Race, social fit, and achievement,” Journal of Personality and Social Psychology 92.1 (2007), 82-96.  https://doi.org/10.1037/0022-3514.92.1.82
• Wirtz, Andrea, Tonia C. Poteat, Mannat Malik, and Nancy Glass, “Gender-Based Violence Against Transgender People in the United States: A Call for Research and Programming,” Trauma, Violence, & Abuse 21.2 (2020), 227-241. https://doi.org/10.1177/1524838018757749 

Additional Resources

• Vanderbilt University, Teaching Beyond the Gender Binary, 2016.
• DePietro, “Applying the Seven Learning Principles to Creating LGBT-Inclusive Classrooms,” 2012. 
• University of Birmingham, “LGBTQ-Inclusivity in the Higher Educational Curriculum: A Best Practice Guide,” 2016.