Navigating Difficult Moments in Teaching Diversity and Social Justice

Any college-level instructor-from newly minted PhD to senior full professor-should read and learn from this book, which is designed to constructively help educators and students navigate the ever-changing social shoals of the contemporary classroom. The guidance here is authoritative, insightful, and candid, and it will help you understand your students and create a welcoming classroom where critical discussions can be freely held. - Dana S. Dunn, PhD, Past President, APA Division 22 (Rehabilitation Psychology); Professor of Psychology, Moravian College, Bethlehem, PA A brave and honest discussion of dilemmas that confront anyone who teaches about diversity and social justice. Practical advice, based on contributors amp rsquo experience and empirical research, makes this book an invaluable resource for instructors. Every academic administrator who wants to understand the challenges of diversity work in the classroom needs to read it. - Stephanie A. Shields, PhD, Professor of Psychology and Women’s Studies, Pennsylvania State University, University Park, PA

Mary E. Kite, PhD, received her BA, MS, and PhD from Purdue University and is now Professor of Social Psychology at Ball State University. Strongly committed to psychology education at all levels, she has held a number of leadership roles for the Teaching of Psychology (STP, APA Division 2), including past president. Her leadership in the Midwestern Psychological Association also includes serving as past president. She holds Fellow status in APA Divisions 2, 8, 9, 35, and 44, the Association for Psychological Science, and the Midwestern Psychological Association. She maintains an active research program in the area of stereotyping and prejudice, including co‑authoring The Psychology of Prejudice and Discrimination (3e) with Bernard Whitley, Jr. Whitley and Kite also co‑authored Principles of Research in Behavioral Science (4e). Recognitions include the Charles L. Brewer Award for Distinguished Teaching in Psychology from the American Psychological Foundation and a Presidential Citation from the Society for the Teaching of Psychology.

Kim A. Case, PhD, is the Director of Faculty Success at Virginia Commonwealth University. As Director, she develops and implements faculty mentoring programs, supports faculty career development and scholarship productivity, and oversees the Center for Teaching and Learning Excellence. Her mixed‑methods research examines ally behavior, interventions to increase understanding of intersectionality and privilege, prejudice reduction, and creation of inclusive workplace and education settings. She is author of Deconstructing Privilege: Allies in the Classroom and Intersectional Pedagogy: Complicating Identity and Social Justice, both published by Routledge. The Society for the Psychological Study of Social Issues previously honored Dr. Case with the Outstanding Teaching and Mentoring Award and the Innovative Teaching Award. The Society for the Teaching of Psychology named her as the Robert S. Daniel Excellence in Teaching Awardee for her nationally recognized pedagogical advancements.

Wendy R. Williams, PhD, is a Professor of Psychology and Women’s Studies at Berea College. She received her PhD in Social Psychology from the University of California, Santa Cruz. She was previously an Associate Professor and Director of Women’s Studies at Marshall University. Her teaching and research interests focus on stigma and prejudice, specifically around issues of social class, including documenting the lived experiences of low‑income and working‑class Americans, as well as examining the personal and political consequences of how low‑income people are perceived. She regularly teaches courses both in the core of the psychology major (e.g., Introduction to Psychology, Statistics, Research Methods, Social Psychology) and in her areas of research interest (e.g., psychology of women and gender, psychology of poverty and social class), and she incorporates service‑learning and other experiential learning pedagogies into her teaching. She has published fourteen papers, including a book chapter on how experiential learning can raise awareness of social class privilege. In addition, she has won awards for her research, teaching, service, mentoring, and leadership.