In response to recommendations by UConn's Department of Psychological Sciences Diversity & Inclusion Taskforce (2020-2021), Asia Perkins (UConn, Clinical Psychology) and Kim Chaney (UConn, Social Psychology) were tasked with collecting resources for inclusive teaching practices during Summer 2021. 

This was primarily a matter of finding and organizing the plethora of resources that have been researched and developed by others, primarily scholars of color who have led the way in scholar-activism. 

We ultimately found so many important recommendations and resources, that we knew a simple pdf report would not do it justice. Thus, we developed this webpage to make these resources as accessible as possible.

Though our main focus was establishing resources for inclusive teaching practices, we also sought to develop resources for graduate students, as well as collect information about the history of racial inequality in the discipline of psychology. Knowing where our field has erred in the past and still today can help us better understand how we can create a more equitable future.

A few notes:

    We sought to develop resources for inclusive teaching practices. Research on intersectionality, a term coined by Dr. Kimberlé Crenshaw, has demonstrated that systems of oppression are interlinked and reinforcing, and recognizes that we all hold multiple social identities. Meaning, for example, creating a classroom that aims to be inclusive for Black Americans but is not inclusive for LGBTQ+ Americans, will inherently not be inclusive for all Black Americans. Thus, we curated resources for inclusive teaching practices across many marginalized identity dimensions. At times, we have separated these out for organization, but view them as complementary in nature.

   Whenever possible, we include references and citations for the recommendations. These are empirically based recommendations, pulling from social psychology, clinical psychology, sociology, and beyond. 

   Each recommendation may not work for everyone. It is important to recognize that we are each unique instructors with our own identities, personalities, and backgrounds. That said, we encourage you to look through the resources and see what might work best for you.

   We were overwhelmed by the plethora of recommendations and resources. We wouldn't advise trying to utilize every recommendation at once, but rather return to these resources periodically to see if there is something more you could be doing. As educators, we know there is always more we can learn.

   We want to thank the Department of Psychological Sciences at UConn for the financial support to create this resource. 

~Kim Chaney & Asia Perkins

P.S. This is a living, growing resource. If you have other resources or recommendations that you would like to share, please send them to Kim Chaney (kim.chaney@uconn.edu)