Resources

DACA and Undocumented Resources

Catholic Charities of Boston Refugee and Immigration Services offers legal services and assistance. Services are offered in Arabic, Armenian, Cantonese Chinese, English, Haitian Creole, Russian, Spanish and Vietnamese. To schedule an appointment, call 617.464.8100.

People of Color in STEM

Racial and ethnic minorities are underrepresented in science, technology, engineering, and mathematics (STEM) fields in the United States. This library guide seeks to center the voices and lived experiences of people of color (POC) in STEM.

Equity-Minded Indicators

Equity-mindedness requires that practitioners pay attention to patterns of inequity that impact student success. Equity-minded practitioners are aware of the social and historical contexts of exclusion in American higher education, and how these affect marginalized students.

Implicit Bias

Developed by the UCLA Equity, Diversity and Inclusion, this site includes videos and scholarship with implicit bias resources. (Please note: If you use a video for instructional purposes, please inform WeListen@equity.ucla.edu).

White Privilege

In this essay, Peggy McIntosh discusses how she was taught to see racism as only individual acts of meanness, not as invisible systems conferring dominance on her group. She helps the reader see white privilege as an invisible package of unearned assets that one can count on cashing in each day, but about which one was "meant" to remain oblivious.

Teaching in Racially Diverse College Classrooms

Developed by the Harvard Derek Bok Center for Teaching and Learning, this site discusses ways to teach in racially diverse classrooms.

Understanding Intersectionality

Coined by Kimberlé Crenshaw, intersectionality is “the interconnected nature of social categorizations such as race, class, and gender as they apply to a given individual or group, regarded as creating overlapping and interdependent systems of discrimination or disadvantage.” Intersectional feminism is “a prism for seeing the way in which various forms of inequality often operate together and exacerbate each other.”

Creating Inclusive College Classrooms

Developed by the University of Michigan's Center for Research on Learning and Teaching, this provides information on building an inclusive classroom (including reviewing course content.)

What we talk about, when we talk about diversity

Ezra, Cornell University’s quarterly magazine, explores the varying conceptions that Cornelians have of diversity. Like Regis, Cornell encourages an awareness of differences and seeks to ensure equity and access for all.

Pronouns in the Classroom

The use of pronouns can seem confusing. This guide presents ways to respect someone’s gender identity which can create a welcoming, safe, and responsive environment for transgender and gender nonconforming individuals.

Serving LGBT Students in Catholic Schools

This article examines how Catholic schools can strive to educate the complete human person, and as such, welcome all students while working within the religious mission and values of the school.

Understanding Gender

It is incorrect to use gender and sex interchangeably. Biological sex and gender are different, as gender is neither inherently nor solely connected to one’s physical anatomy. This article explores the spectrum of gender.

LGBTQIIA+ resource for healthcare professionals

Lavender Health is a resource center for reliable LGBTQ+ health information and resources for health care professionals, educators, policy-makers and consumers.

CIE glossary

Teaching Students with Disabilities

Developed by Vanderbilt's Center for Teaching, this provides information on how accommodations and considerations for all learning abilities is possible.

Preparing Accessible Presentation- Accessible University

This resource presents multiple ways to keep Universal Design in mind, when developing all presentations.

Accessibility Online

A series of quick video tips from the CIE for making your online content and material accessible.

Any conduct (verbal, written, nonverbal) that is threatening, harassing, intimidating, discriminatory, hostile, unwelcoming, exclusionary, demeaning, degrading or derogatory based on a person’s real or perceived identity or group affiliation in a protected class recognized by law including, but not limited to, race/ethnicity, age, disability status, gender, gender identity/expression, national origin, sexual orientation, veteran status or religion.

Examples include acts of vandalism, telling jokes based on stereotypes, posting offensive language about someone based on identity on social media/bulletin boards/white boards. A bias incident can occur intentionally or unintentionally. Speech or expression that is consistent with academic freedom does not constitute a bias incident.

When an individual suffers an adverse consequence based on membership in a legally protected category.

An incident or incidents of verbal, written, visual or physical conduct based on or motivated by a student or employees actual or perceived race, creed, color, national origin, marital status, sex, sexual orientation, gender identity, age or disability that undermines, detracts from or interferes with an individual’s academic or work performance or creates an intimidating, hostile or offensive environment.

Under Massachusetts law, Chapter 22C, Section 32, a hate crime is “any criminal act coupled with overt actions motivated by bigotry and bias including, but not limited to, a threatened attempted or completed overt act motivated at least in part by racial, religious, ethnic, handicap, gender, gender identity or sexual orientation prejudice, or which otherwise deprives another person of his constitutional rights by threats, intimidation, coercion, or which seek to interfere with or disrupt a person’s exercise of constitutional rights through harassment or intimidation.”

Examples include verbal threats of violence, physical attacks, property damage, etc., against a protected class of people.