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Culturally Responsive & Inclusive Curriculum Resources: Discipline Specific Examples

Examples & Recommended Readings from Humanities Disciplines

Art History (Sample syllabus, St. Lawrence University)

Greek Poetry, Philosophy, Politics (Sample Syllabus, St. Lawrence University)

Branche, Jerome., Mullennix, John W, and Cohn, Ellen R. Diversity across the Curriculum : A Guide for Faculty in Higher Education. Bolton, Mass.: Anker Pub., 2007 PSU Library   Shelves -- 3rd floor   LC3727 .D538 2007

This book contains many chapters with examples of culturally responsive teaching in humanities disciplines, including:

  • Introducing gender and race into the curriculum of medieval Italian studies / Dennis Looney
  • Black German studies : curriculum initiatives for diversity in German studies / Sarah McGaughey
  • Afro-Hispanic studies and implications for diversity in the Spanish curriculum / James Davis -
  • Diversity and discipline : approaching French literary studies / Roberta Hatcher
  • Keeping up with current demographic changes : responsive course content in foreign language departments / Flore Zéphir
  • Diversifying a Political Science Core Class  / Richard Heinisch
  • Diversity in the linguistic classroom / Shelome Gooden
  • Latin American film and culture / María Cristina Saavedra
  • Cultural Diversity and the Public Speaking Course  /John W. Gareis and Ellen Cohn
  • Reframing the reference : diversity in modern design culture / Linda Lindroth
  • Introduction to dance / Susan Gillis Kruman.

Examples & Recommended Readings from STEM Disciplines

Selected items from the model of culturally responsive teaching from Hernandez, C. M., Morales, A. R., & Shroyer, M. G. (2013). The development of a model of culturally responsive science and mathematics teaching. Cultural Studies of Science Education8(4), 803-820.

Content Integration

  • Incorporating information and/or examples from different cultures.
  • Making connections to students’ everyday lives.
  • Building of a safe learning environment to participate in classroom discussions without fear of reprisals or negative comments from the teacher.

Facilitating Knowledge Construction

  • Demonstrating the ability to build on students’ background/ prior knowledge as a means to making science and math concepts accessible.
  • Using ‘real world’ examples during science and math lessons, especially when introducing new concepts.

Academic Development

  • Using a variety of methods to create learning opportunities. 
  • Using visuals, grouping, and hands-on or manipulatives during instruction in order to assist their students in meeting the objectives of the science and math lessons. 
  • Using modeling to illustrate difficult science and math concepts.

Jett, C. C. (2013). Culturally Responsive Collegiate Mathematics Education: Implications for African American Students. Interdisciplinary Journal of Teaching and Learning 3(2), 102-116.

  • Treat students as "mathematically competent cultural beings."..."Empower students to take hold of and internalize positive affirmations concerning their mathematical abilities." (p. 110) 
  • Bring forward students' interests and cultural heritage, and use this information to "...design mathematics tasks, problems, and projects as well as to validate students’ cultural identities in the mathematics space." (p. 111)
  • "...[L]isten to and value my students’ voices and embrace critical dialogue, whether it happens in small collaborative problem-solving groups or as a professional learning community." (p. 111) 

Kleinman, Zoe. ( 4/14/17) Artificial Intelligence: How to Avoid Racist Algorithms." BBC News, Technology.

Not an article about teaching per se, but a good example of an issue in computer science that speaks to the theme of cultural responsiveness that could be included in a class.

Examples & Recommended Readings from Social Science Disciplines

Samanta, S. (2016). Making Visible Asians and Asian Americans in Introductory Women's Studies Courses: The Personal Voice in Pedagogy, Making Feminist Connections across Diversity. Feminist Teacher25(2), 94-110.


Motulsky, S. L., Gere, S. H., Saleem, R., & Trantham, S. M. (2014). Teaching social justice in counseling psychology. The Counseling Psychologist, 42(8), 1058-1083.


Riggs, D. W. (2004). Challenging the monoculturalism of psychology: Towards a more socially accountable pedagogy and practice. Australian Psychologist, 39(2), 118-126. 

This article "suggests that within a multicultural society psychology needs to develop an understanding of the ways that white systems of representation shape pedagogy and practice" and "outlines the ways in which the discipline may be conceptualised as a cultural practice that is both informed by, and constitutive of, racialised practices in Australia." (p. 118)


Fuentes, M. A., & Shannon, C. R. (2016). The state of multiculturalism and diversity in undergraduate psychology training. Teaching of Psychology, 43(3), 197-203.

This article critiques the practice of examining diversity as an isolated topic in psychology courses, and offers recommendations and resources to improve the design of psychology course curriculum in relationship to diversity. 

 ...As emphasized throughout this article, intersectionality is central to diversity (Davis, 2008). Instructors are reminded that intersectionality is not simply addressing a number of diversity factors in a course in a singular manner (e.g., 3 weeks on race, 3 weeks on gender, and 3 weeks on class), rather an intersectional approach helps students recognize that identity consists of a number of social–cultural factors (e.g., race, ethnicity, gender) and that these factors often intersect to enhance, compromise, or neutralize one’s identity as it relates to power, privilege, and oppression (Berger & Guidroz, 2009; Case, 2013; Pliner & Banks, 2012). (p.201)

Recommended Journals