Diversity and Inclusion
The Department of Art and Art History is committed to the ideals of diversity and inclusion. They are foundational to intellectual freedom and essential for achieving academic excellence. Acknowledging that each of us has a role in creating and sustaining a departmental culture that supports academic excellence, we recommit ourselves:
- To advance ideals of diversity and inclusion;
- To foster a safe environment for all students, staff, and faculty, irrespective of differences of age, color, disability, gender, gender expression, gender identity, genetic information, national origin, race, religion, sex, sexual orientation or veteran status;
- To abide by federal laws and university policies of non-discrimination.
The university’s Policy Statement on Non-Discrimination states, “The University is committed to providing an inclusive and welcoming environment and to ensuring that educational and employment decisions are based on individuals’ abilities and qualifications. Consistent with these principles and applicable laws, it is therefore the University’s policy not to discriminate on the basis of age, color, disability, gender, gender expression, gender identity, genetic information, national origin, race, religion, sex, sexual orientation or veteran status as consistent with the University’s Policy on Prohibited Discrimination, Harassment and Related Misconduct. No person, on the basis of protected status, shall be excluded from participation in, be denied the benefits of, or be subjected to unlawful discrimination, harassment, or retaliation under any University program or activity, including with respect to employment terms and conditions. Such a policy ensures that only relevant factors are considered and that equitable and consistent standards of conduct and performance are applied.”
See http://diversity.unc.edu/ for additional documents and resources.
safe.unc.edu, SAFE at UNC, is the main portal for students, faculty, staff and visitors to obtain information about prevention and response efforts regarding discrimination, harassment, sexual assault or sexual violence, interpersonal violence, and stalking.
Related item: HB2 letter from some faculty and staff regarding Eric Shiner visit cancellation due to passage of HB2
About Taking Criticism: by Pam Oliver (2018). This essay offers “constructive ways for responding to criticism about how your style as a person of power or privilege may be hurting others in your teaching or advising.”
Gutiérrez y Muhs, Gabriella, ed. Presumed Incompetent: The Intersections of Race and Class for Women in Academia. Boulder, CO: University Press of Colorado, 2012.
Wilder, Craig. Ebony & Ivy: Race, Slavery, and the Troubled History of America’s Universities. New York: Bloomsbury Press, 2013.
Diversity, Inclusion, Hiring
Zambrana, Ruth Enid, Adia Harvey Wingfield, Lisa M. Lapeyrouse, Brianne A. Dávila, Tangere L. Hoagland, and Robert Burciaga Valdez. “Blatant, Subtle, and Insidious: URM Faculty Perceptions of Discriminatory Practices in Predominantly White Institutions.” Sociological Inquiry, November 28, 2016.
Difficult Conversations with Students
Inclusive Lists and Databases of Artists
Scholarship on Teaching Evaluations
Beleche, Trinidad, David Fairris, and Mindy Marks. “Do Course Evaluations Truly Reflect Student Learning? Evidence from an Objectively Graded Post-Test.” Economics of Education Review 31, no. 5 (October 2012): 709–19.
Boring, Anne, Kellie Ottoboni, and Philip B. Stark. “Student Evaluations of Teaching Are Not Only Unreliable, They Are Significantly Biased Against Female Instructors.” LSE Impact Blog, London School of Economics and Political Science (blog), February 4, 2016.
Clayson, Dennis E. “Student Evaluations of Teaching: Are They Related to What Students Learn? A Meta-Analysis and Review of the Literature.” Journal of Marketing Education 31, no. 1 (April 2009): 16–30.
Hessler, Michael, Daniel M. Pöpping, Hanna Hollstein, Hendrik Ohlenburg, Philip H. Arnemann, Christina Massoth, Laura M. Seidel, Alexander Zarbock, and Manuel Wenk. “Availability of Cookies During an Academic Course Session Affects Evaluation of Teaching.” Medical Education 52, no. 10 (October 2018): 1064–72.
Uttl, Bob, Carmela A. White, and Daniela Wong Gonzalez. “Meta-Analysis of Faculty’s Teaching Effectiveness: Student Evaluation of Teaching Ratings and Student Learning Are Not Related.” Studies in Educational Evaluation, Evaluation of teaching: Challenges and promises, 54 (September 2017): 22–42.
Museum Collections & Exhibitions
Topaz, Chad M., Bernhard Klingenberg, Daniel Turek, Brianna Heggeseth, Pamela E. Harris, Julie C. Blackwood, C. Ondine Chavoya, Steven Nelson, and Kevin M. Murphy. “Diversity of Artists in Major U.S. Museums.” ArXiv:1812.03899 [Stat], February 11, 2019.