This relevant, growing list of literature and electronic media describes why and how to adopt inclusive pedagogies, and how to assess their impacts on student learning.

This page will be updated periodically to share new resources as they become available. The Hanson Center can also help provide other references that have explored how best to advance diversity, equity, inclusion and access in STEM.

Lafayette’s Center for the Integration of Teaching, Learning, and Scholarship (CITLS) resources include:

Lafayette College is also a member of and has access to resources for USC’s Liberal Arts College Racial Equity Leadership Alliance.


  • Handelsman, J., Elgin, S., Estrada, M., Hays, S., Johnson, T., Miller, S., Mingo, V., Shaffer, C., & Williams, J. (2022). Achieving STEM diversity: Fix the classrooms. Science, 376(6597), 1057–1059.
  • Hatfield, N., Brown, N., & Topaz, C. M. (2022). Do introductory courses disproportionately drive minoritized students out of STEM pathways? PNAS Nexus, 1(4), pgac167.
  • Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., Grummer, J. A., Hennessey, K., Hsiao, J., Iranon, N., Jones, L., Jordt, H., Keller, M., Lacey, M. E., Littlefield, C. E., … Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476–6483.
  • Cech, E. A. (2022). The intersectional privilege of white able-bodied heterosexual men in STEM. Science Advances, 8(24), eabo1558.
  • Anti-Racism and Allyship in the Classroom, compiled by Jennifer Imazeki at San Diego State University 
  • Inclusive Teaching Resources for STEM, shared by the University of Michigan






Starting at the Crossroads: Intersectional Approaches to Supporting Underrepresented Minority Women STEM Faculty” by Mary A. Armstrong, Lafayette College, and Jasna Jovanovic, Cal Poly