EJI Resources

Hosted by Wesley Morris and Jenna Wortham, this podcast explores pop culture, politics, and identity, often with a focus on queer and racial perspectives.

This book aims to center social class as an important facet of identity that has lasting impacts on individuals from poor and working-class backgrounds in higher education.

The experiences of working-class academics navigating the class divide in academia, including feelings of estrangement and impostor syndrome.

Suggests communication department chairs question the usefulness of mentoring for new faculty members. Examines the mentor's functions and indicates special concerns that may affect mentoring in academia. Argues that a formal mentoring process benefits the new hiree. Provides concrete guidance that a mentor can offer in the areas of scholarship, teaching, and service.

Experiences, feedback, support from colleagues, and professional learning can strengthen the teaching self-efficacy of early career academics.

The American Psychological Association (APA) conducted its 12th annual Stress in AmericaTM survey in August 2018 to understand what causes stress in Americans’ lives and their strategies for coping with stress.

Students with disabilities in higher education face physical and attitudinal barriers, but their enrollment is increasing due to legislation and support.

Heather McGhee examines the economic and societal costs of racism and argues for collective solutions.

In this open letter, Eve Tuck calls on communities, researchers, and educators to reconsider the long-term impact of “damage-centered” research—research that intends to document peoples’ pain and brokenness to hold those in power accountable for their oppression.

Within a targeted universalism framework, universal goals are established for all groups concerned. The strategies developed to achieve those goals are targeted, based upon how different groups are situated within structures, culture, and across geographies to obtain the universal goal.

This journal covers a wide range of educational topics, including research on educational equity, social justice, and policy.

Teaching@UW is designed to help faculty develop an effective, learner-centered teaching practice. Drawing on expertise from UW’s vibrant, tri-campus teaching community and dedicated instructional support staff, the site provides one-stop access to information, resources, and learning opportunities that promote student success in the classroom.

"Teaching to Transgress" challenges educators to break free from conventional teaching methods and embrace a pedagogy that respects students' agency, identities, and experiences. By transcending boundaries and promoting critical consciousness, hooks envisions a liberating education that empowers students to engage with the world actively and work towards social change.

John Rawls's seminal work on justice theory discusses the concept of "justice as fairness" and explores how equitable distribution of resources and opportunities contributes to a just society.

The book provides guidance for first-time academic authors on revising a dissertation for publication as a book.

This book by la paperson (K. Wang) explores unconventional ways of knowledge production and challenges traditional higher education structures.

Information for unit heads, administrators, and managers who are ensuring compliance with the Husky Prevention & Response (HPR) employee course requirement.

Title IX and other federal and state laws collectively prohibit discrimination based on sex, sexual orientation, gender, gender expression, pregnant or parenting status, and LGBTQ identity.

Every employee can support someone who has experienced sex- or gender-based violence, harassment, or discrimination by reaching out to the Title IX Office for support and consultation.

When supporting a colleague, student, or friend who shares that they have experienced sex- and gender-based violence, harassment, or discrimination the Title IX Office can help you respond with care and provide access to information about support resources and rights.

To do the difficult work of dismantling oppression, equity leaders must develop a liberatory consciousness. What is it, and why does it matter for equity leaders?

This article outlines the central tenets of an emerging theory that I call Tribal Critical Race Theory (TribalCrit) to more completely address the issues of Indigenous Peoples in the United States. This theoretical framework provides a way to address the complicated relationship between American Indians and the United States federal government and begin to make sense of American Indians’ liminality as both racial and legal/political groups and individuals.

Toward What Justice? brings together compelling ideas from a wide range of intellectual traditions in education to discuss corresponding and sometimes competing definitions of justice. Leading scholars articulate new ideas and challenge entrenched views of what justice means when considered from the perspectives of diverse communities.

Deficit thinking models that frame student difficulties as inadequacies perpetuate stereotypes and ignore structural issues, suggesting the need for higher education institutions to be more responsive to student diversity.

Trauma-Informed Design panel with Rachael Dietkus, Sarah Fathallah, and Sara Cantor at Greater Good Studio’s Restorative Design Conference on October 2, 2020.