Office of Faculty Recruitment, Retention, and Diversity
The mission of the Office of Faculty Recruitment, Retention, and Diversity is to recruit and retain a first-rate and diverse faculty to Rhodes College. The Office accomplishes this mission by guiding policies and practices, creating programming, and providing resources and services designed to improve faculty life and diversity. The office also works very closely with the vice president for strategic initiatives to actualize the college’s commitment to diversity, equity, and accessibility.
Rhodes Racial Resources Guide
Racial Self-Care and Allyship
- Adames, Hector Y. and Chavez-Dueñas, Nayeli Y., “Surviving & Resisting Hate: A Toolkit For People of Color”
- Cadet, Danielle, “Your Black Colleagues May Look Like They’re Okay — Chances Are They’re Not”
- DiAngelo, Robin (2018). White Fragility: Why It’s So Har for White People to Talk About Racism. Boston: Beacon Press.
- Gerwin, Virginia, “What Black Scientists Want From Colleagues and Their Institutions”
- Hartlep, Nicholas D., Ball, Daisy (2019). Racial Battle Fatigue in Faculty: Perspectives and Lessons from Higher Education. New York: Routledge.
- Just Jasmine, “Self-Care for People of Color after Psychological Trauma”
- Miller, Rachel, “Self-Care Tips for Black People Who Are Struggling With This Very Painful Week”
- University of Michigan, Office of Diversity, Equity & Inclusion, “I Am So Tired”
- CUNY, “Handbook for Facilitating Difficult Conversations”
- hooks, B. (2017). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
- Harvard University’s Bok Center for Teaching and Learning, “Inclusive Teaching”
- Harvard University’s Bok Center for Teaching and Learning, “Managing Hot Moments in the Classroom”
- Insight into Diversity, “Encouraging Difficulty Classroom Discussions in Complicated Times”
- Kendi, Ibram X. “A History of Race and Racism in America, in 24 Chapters”
- Lewis-Clark State College CTL “Teaching and Anti-Racism”
- Perlow, O. N., Wheeler, D. I., Bethea, S. L., & Scott, B. M. (2018). Black Women's Liberatory Pedagogies: Resistance, Transformation, and Healing Within and Beyond the Academy. Cham: Springer International Publishing
- Sue, Derald Wing, (2015). Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race. Hoboken: John Wiley and Sons, Inc.
- University of Michigan CRLT “Diversity and Inclusion Teaching Resources”
- U.S. Commission on Civil Rights, “Police Use of Force: An Examination of Modern Policing Practices”; “2018 Report”
- WTTW, “Teaching About Laquan McDonald: A Toolkit for Teachers”
- Vanderbilt University “Difficult Dialogues”
- ACSD, “How to be an anti-racist educator”
- Aebersold, Andrea, “Antiracist Pedagogy Reading List”
- Flicker, Sarah Sophie and Alyssa Klein, “Resources for Engaging in Anti-Racism Work”
- Grundy, Saida, “The False Promise of Anti-Racism Books”
- Imazeki, Jennifer, “Anti-Racism and Allyship in the Classroom,”
- Kendi, Ibram X. (2019). How to Be An Antiracist. New York: One World.
- Moore Jr, Eddie, “21-Day Racial Equity Habit Building Challenge”:
- The Smithsonian National Museum of African American History & Culture, “Talking About Race”
- Williamette University, “Anti-Racism Reading List”
- Tolerance.org “Responding to Everyday Bigotry”
Helpful Websites and Other Reading Lists
Inclusive Pedagogy Resources
To learn more about inclusive pedagogy, here are the additional resources recommended by Dr. Zac Casey (plus a few more) during his interview on “Rhodes to Equity.” Also, be sure to visit our Faculty Development site as well.
- EDUCAUSE Review, “Series on Inclusive Pedagogy.”
- Freire, P. (1998). Teachers as Cultural Workers: Letters to Those Who Dare Teach. Boulder: Westview Press.
- Freire, P. (1970). Pedagogy of The Oppressed. New York: Herder and Herder.
- hooks, B. (2017). Teaching to Transgress: Education as The Practice of Freedom. New York: Routledge.
- Kusmashiro, Kevin K. “Toward a Theory of Anti-Oppressive Education.”
- Ladson-Billings, Gloria, “Toward a Theory of Culturally Relevant Pedagogy.”
- Sheffield Hallam University, “Inclusive Practice.”
Rhodes to Equity
Episode 4: Meditations on the Moment
What is implicit bias?
The Kirwan Institute for the Study of Race and Ethnicity at Ohio State University defines implicit bias as:
[T]he attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. These biases, which encompass both favorable and unfavorable assessments, are activated involuntarily and without an individual’s awareness or intentional control. Residing deep in the subconscious, these biases are different from known biases that individuals may choose to conceal for the purposes of social and/or political correctness. Rather, implicit biases are not accessible through introspection.
How can I learn more about implicit biases?
To learn more about implicit biases, The Kirwan Institute for the Study of Race and Ethnicity at Ohio State University, as well as the Office of Equity, Diversity and Inclusion at UCLA, have produced very informative video modules that we recommend.
How can I learn more about my own implicit biases?
To learn more about your own potential biases, consider taking the Implicit Association Test (IAT), According to Project Implicit, “The IAT measures the strength of associations between concepts (e.g., black people, gay people) and evaluations (e.g., good, bad) or stereotypes (e.g., athletic, clumsy). The main idea is that making a response is easier when closely related items share the same response key.”
How does implicit bias manifest in the workplace?
How does implicit bias impact who gets hired?
- Bohnet, Iris (2016). What Works: Gender Equality by Design. Cambridge: The Belknap Press of Harvard University Press.
- Gaucher, Danielle, Friesen, Justin and Kay, Aaron C., “Evidence That Gendered Wording in Job Advertisements Exists and Sustains Gender Inequality.”
- Kang, Sonia K., DeCelles, Kathy, Tilcsik, András, & Jun, Sora, “Whitened Resumes: Race and Self-Presentation in the Labor Market (pdf).”
- Gerdeman, Dina, “Minorities Who ‘Whiten’ Job Resumes Get More Interviews.”
- Bertrand, Marianne & Mullainathan, Sendhil, “Are Emily and Greg More Employable Than Lakisha and Jamal? A Field Experiment on Labor Market Discrimination”
- Orem, Donna, “Addressing Implicit Bias in the Hiring Process”
- Madera, J. M., Hebl, M. R., & Martin, R. C., “ Gender and letters of recommendation for academia: Agentic and communal differences.”
- Koch, A. J., D'Mello, S. D., & Sackett, P. R., “A meta-analysis of gender stereotypes and bias in experimental simulations of employment decision making.”
- Commission on the Status of Women, University of Arizona, “Avoiding Gender Bias in Reference Writing.”
- Women in Science & Engineering Leadership Institute, University of Wisconsin-Madison, “Reviewing Applicants: Research on Bias and Assumptions.”
How does gender and racial bias impact evaluations and other aspects of academia?
Holman, Mirya, Ellen Key and Rebecca Kreitzer. 2019. "Evidence of Bias in Standard Evaluations of Teaching." (From the compilers of the Google Doc: We appreciate the assistance of undergraduate students and research assistants in maintaining this work.)
Dr. Justin Rose, Dean for Faculty Recruitment, Development, and Diversity, joined Rhodes College in July 2020, and also serves as chair and associate professor of Political Science. Prior to joining Rhodes, Rose served as an associate professor of Political Science and Co-Director of the Africana Studies program at Hobart and William Smith Colleges. Most recently, he was a fellow in the Office of Diversity, Inclusion, and Belonging at the Harvard Kennedy School.