@inbook {876251,
	title = {Toward a Connected Society},
	booktitle = {Our Compelling Interests: The Value of Diversity for Democracy and a Prosperous Society},
	year = {2016},
	pages = {71-105},
	publisher = {Princeton University Press},
	organization = {Princeton University Press},
	address = {Princeton, NJ},
	url = {http://press.princeton.edu/titles/10784.html},
	author = {Danielle Allen},
	editor = {Lewis, Earl and Cantor, Nancy}
}
@book {908156,
	title = {Cosmopolitanism: Ethics in a World of Strangers},
	year = {2006},
	pages = {196},
	publisher = {W.W. Norton \& Co.},
	organization = {W.W. Norton \& Co.},
	address = {New York},
	url = {http://books.wwnorton.com/books/Cosmopolitanism/},
	author = {Appiah, Kwame Anthony}
}
@article {910056,
	title = {When bias is implicit, how might we think about repairing harm?},
	journal = {Current Opinion in Psychology},
	volume = {6},
	year = {2015},
	month = {Dec 2015},
	pages = {183-188},
	url = {http://www.sciencedirect.com.ezp-prod1.hul.harvard.edu/science/article/pii/S2352250X15002134},
	author = {Banaji, Mahzarin and Bhaskar, R and Brownstein, Michael}
}
@book {897206,
	title = {Blindspot: Hidden Biases of Good People},
	year = {2013},
	pages = {254},
	publisher = {Delacorte Press},
	organization = {Delacorte Press},
	address = {New York},
	abstract = {In this accessible and groundbreaking look at the science of prejudice, Banaji and Greenwald show that prejudice and unconscious biases toward others are a fundamental part of the human psyche.},
	url = {http://spottheblindspot.com/},
	author = {Mahzarin R. Banaji and Greenwald, Anthony G.}
}
@article {910146,
	title = {Are Emily and Greg More Employable Than Lakisha and Jamal? A Field Experiment on Labor Market Discrimination},
	journal = {American Economic Review},
	volume = {94},
	number = {4},
	year = {2004},
	month = {Sep 2004},
	pages = {991-1013},
	abstract = {We study race in the labor market by sending fictitious resumes to help-wanted ads in Boston and Chicago newspapers. To manipulate perceived race, resumes are randomly assigned African-American- or White-sounding names. White names receive 50 percent more callbacks for interviews. Callbacks are also more responsive to resume quality for White names than for African-American ones. The racial gap is uniform across occupation, industry, and employer size. We also find little evidence that employers are inferring social class from the names. Differential treatment by race still appears to still be prominent in the U. S. labor market.},
	url = {https://www-aeaweb-org.ezp-prod1.hul.harvard.edu/articles?id=10.1257/0002828042002561},
	author = {Marianne Bertrand and Mullainathan, Sendhil}
}
@book {908216,
	title = {The Big Sort: Why the Clustering of Like-Minded America Is Tearing Us Apart},
	year = {2008},
	pages = {370},
	publisher = {Houghton Mifflin},
	organization = {Houghton Mifflin},
	address = {Boston},
	abstract = {America may be more diverse than ever coast to coast, but the places where we live are becoming increasingly crowded with people who live, think, and vote as we do. We{\textquoteright}ve built a country where we can all choose the neighborhood--and church and news show--most compatible with our lifestyle and beliefs. And we are living with the consequences of this way-of-life segregation. Our country has become so polarized, so ideologically inbred, that people don{\textquoteright}t know and can{\textquoteright}t understand those who live just a few miles away. The reason for this situation, and the dire implications for our country, is the subject of this groundbreaking work.},
	url = {http://www.thebigsort.com/home.php},
	author = {Bishop, Bill}
}
@book {876206,
	title = {What Works: Gender Equality by Design},
	year = {2016},
	pages = {385},
	publisher = {The Belknap Press of Harvard University Press},
	organization = {The Belknap Press of Harvard University Press},
	address = {Cambridge, MA},
	abstract = {Gender equality is a moral and a business imperative. But unconscious bias holds us back and de-biasing minds has proven to be difficult and expensive. Behavioral design offers a new solution. Iris Bohnet shows that by de-biasing organizations instead of individuals, we can make smart changes that have big impacts--often at low cost and high speed.},
	url = {http://www.hup.harvard.edu/catalog.php?isbn=9780674089037},
	author = {Bohnet, Iris}
}
@newspaperarticle {766141,
	title = {Academia{\textquoteright}s Rejection of Diversity},
	journal = {The New York Times},
	year = {2015},
	url = {http://nyti.ms/1HhW01c},
	author = {Arthur C. Brooks}
}
@inbook {910591,
	title = {Achieving Racial and Economic Diversity with Race-Blind Admissions Policy},
	booktitle = {The Future of Affirmative Action},
	year = {2014},
	pages = {187-202},
	publisher = {The Century Foundation Press},
	organization = {The Century Foundation Press},
	address = {New York},
	url = {http://tcf.org/assets/downloads/15_Achieving-Racial-and-Economic-Diversity-with-Race-Blind-Admissions-Policy.pdf},
	author = {Carnevale, Anthony P. and Rose, Stephen J. and Strohl, Jeff},
	editor = {Kahlenberg, Richard D.}
}
@newspaperarticle {907801,
	title = {Census data shows minorities now a majority of U.S. births},
	journal = {USA TODAY},
	year = {2012},
	month = {17 May, 2012},
	url = {http://usatoday30.usatoday.com/news/nation/story/2012-05-17/minority-births-census/55029100/1},
	author = {Cauchon, Dennis and Overberg, Paul}
}
@article {910416,
	title = {Women in Academic Science: A Changing Landscape},
	journal = {Psychological Science in the Public Interest},
	volume = {15},
	number = {3},
	year = {2014},
	month = {Dec 2014},
	pages = {75-141},
	abstract = {Much has been written in the past two decades about women in academic science careers, but this literature is contradictory. Many analyses have revealed a level playing field, with men and women faring equally, whereas other analyses have suggested numerous areas in which the playing field is not level. The only widely-agreed-upon conclusion is that women are underrepresented in college majors, graduate school programs, and the professoriate in those fields that are the most mathematically intensive, such as geoscience, engineering, economics, mathematics/computer science, and the physical sciences. In other scientific fields (psychology, life science, social science), women are found in much higher percentages. In this monograph, we undertake extensive life-course analyses comparing the trajectories of women and men in math-intensive fields with those of their counterparts in non-math-intensive fields in which women are close to parity with or even exceed the number of men. We begin by examining early-childhood differences in spatial processing and follow this through quantitative performance in middle childhood and adolescence, including high school coursework. We then focus on the transition of the sexes from high school to college major, then to graduate school, and, finally, to careers in academic science. The results of our myriad analyses reveal that early sex differences in spatial and mathematical reasoning need not stem from biological bases, that the gap between average female and male math ability is narrowing (suggesting strong environmental influences), and that sex differences in math ability at the right tail show variation over time and across nationalities, ethnicities, and other factors, indicating that the ratio of males to females at the right tail can and does change. We find that gender differences in attitudes toward and expectations about math careers and ability (controlling for actual ability) are evident by kindergarten and increase thereafter, leading to lower female propensities to major in math-intensive subjects in college but higher female propensities to major in non-math-intensive sciences, with overall science, technology, engineering, and mathematics (STEM) majors at 50\% female for more than a decade. Post-college, although men with majors in math-intensive subjects have historically chosen and completed PhDs in these fields more often than women, the gap has recently narrowed by two thirds; among non-math-intensive STEM majors, women are more likely than men to go into health and other people-related occupations instead of pursuing PhDs. Importantly, of those who obtain doctorates in math-intensive fields, men and women entering the professoriate have equivalent access to tenure-track academic jobs in science, and they persist and are remunerated at comparable rates{\textemdash}with some caveats that we discuss. The transition from graduate programs to assistant professorships shows more pipeline leakage in the fields in which women are already very prevalent (psychology, life science, social science) than in the math-intensive fields in which they are underrepresented but in which the number of females holding assistant professorships is at least commensurate with (if not greater than) that of males. That is, invitations to interview for tenure-track positions in math-intensive fields{\textemdash}as well as actual employment offers{\textemdash}reveal that female PhD applicants fare at least as well as their male counterparts in math-intensive fields. Along these same lines, our analyses reveal that manuscript reviewing and grant funding are gender neutral: Male and female authors and principal investigators are equally likely to have their manuscripts accepted by journal editors and their grants funded, with only very occasional exceptions. There are no compelling sex differences in hours worked or average citations per publication, but there is an overall male advantage in productivity. We attempt to reconcile these results amid the disparate claims made regarding their causes, examining sex differences in citations, hours worked, and interests. We conclude by suggesting that although in the past, gender discrimination was an important cause of women{\textquoteright}s underrepresentation in scientific academic careers, this claim has continued to be invoked after it has ceased being a valid cause of women{\textquoteright}s underrepresentation in math-intensive fields. Consequently, current barriers to women{\textquoteright}s full participation in mathematically intensive academic science fields are rooted in pre-college factors and the subsequent likelihood of majoring in these fields, and future research should focus on these barriers rather than misdirecting attention toward historical barriers that no longer account for women{\textquoteright}s underrepresentation in academic science.},
	url = {http://psi.sagepub.com.ezp-prod1.hul.harvard.edu/content/15/3/75},
	author = {Ceci, Stephen J. and Ginther, Donna K. and Kahn, Shulamit and Williams, Wendy M}
}
@article {2009-22579-00320091201,
	title = {Ambient belonging: How stereotypical cues impact gender participation in computer science.},
	journal = {Journal of Personality and Social Psychology},
	volume = {97},
	number = {6},
	year = {2009},
	pages = {1045 - 1060},
	abstract = {People can make decisions to join a group based solely on exposure to that group{\textquoteright}s physical environment. Four studies demonstrate that the gender difference in interest in computer science is influenced by exposure to environments associated with computer scientists. In Study 1, simply changing the objects in a computer science classroom from those considered stereotypical of computer science (e.g., Star Trek poster, video games) to objects not considered stereotypical of computer science (e.g., nature poster, phone books) was sufficient to boost female undergraduates{\textquoteright} interest in computer science to the level of their male peers. Further investigation revealed that the stereotypical broadcast a masculine stereotype that discouraged women{\textquoteright}s sense of ambient belonging and subsequent interest in the environment (Studies 2, 3, and 4) but had no similar effect on men (Studies 3, 4). This masculine stereotype prevented women{\textquoteright}s interest from developing even in environments entirely populate},
	keywords = {2009, belonging, computer science, Cues, gender participation, Human Sex Differences, Participation, Sex Role Attitudes, Social Approval, Stereotyped Attitudes, stereotypes},
	issn = {0022-3514},
	url = {http://ezp-prod1.hul.harvard.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true\&db=pdh\&AN=2009-22579-003\&site=ehost-live\&scope=site},
	author = {Sapna Cheryan and Plaut, Victoria C. and Davies, Paul G. and Steele, Claude M.}
}
@article {910166,
	title = { Social Capital in the Creation of Human Capital},
	journal = { American Journal of Sociology},
	volume = {94},
	year = {1988},
	pages = {S95-S120},
	abstract = {The concept of social capital is introduced and illustrated, its forms are described, the social structural conditions under which it arises are examined, and it is used in an analysis of dropouts from high school. The conception of social capital as a resource for action is one way of introducing social structure into the rational action paradigm. 3 forms of social capital are examined: obligations and expectations, information channels, and social norms.},
	url = {http://www.jstor.org.ezp-prod1.hul.harvard.edu/stable/2780243},
	author = {Coleman, James S.}
}
@book {910496,
	title = {To Recruit and Advance: Women Students and Faculty in Science and Engineering},
	year = {2006},
	pages = {131},
	publisher = {National Academies Press},
	organization = {National Academies Press},
	address = {Washington, D.C.},
	abstract = {
},
	url = {https://www.nap.edu/read/11624/chapter/1},
	author = {Committee on the Guide to Recruiting and Advancing Women Scientists and Engineers in Academia, and Committee on Women in Science and Engineering,}
}
@book {910476,
	title = {Expanding Underrepresented Minority Participation: America{\textquoteright}s Science and Technology Talent at the Crossroads},
	year = {2011},
	pages = {286},
	publisher = {National Academies Press},
	organization = {National Academies Press},
	address = {Washington, D.C.},
	abstract = {Historically, there has been a strong connection between increasing educational attainment in the United States and the growth in and global leadership of the economy. Consequently, there have been calls{\textemdash}from the College Board, the Lumina and Gates Foundations, and the administration{\textemdash}to increase the postsecondary completion rate in the United States from 39 percent to 55 or 60 percent. The challenge is greatest for underrepresented minorities: In 2006 only 26 percent of African Americans, 18 percent of American Indians, and 16 percent of Hispanics in the 25- to 29-year-old cohort had attained at least an associate degree. The news is even worse in S\&amp;E (science and engineering) fields. In 2000, as noted in Gathering Storm, the United States ranked 20 out of 24 countries in the percentage of 24-year-olds who had earned a first degree in the natural sciences or engineering. Based on these data, Gathering Storm recommended efforts to increase the percentage of 24-year-olds with these degrees from 6 percent to at least 10 percent, the benchmark already attained by several countries. But again, the statistics are even more alarming for underrepresented minorities. These students would need to triple, quadruple, or even quintuple their proportions with a first university degree in these fields in order to achieve this 10 percent goal: At present, just 2.7 percent of African Americans, 3.3 percent of Native Americans and Alaska Natives, and 2.2 percent of Hispanics and Latinos who are 24 years old have earned a first university degree in the natural sciences or engineering.},
	url = {https://www-ncbi-nlm-nih-gov.ezp-prod1.hul.harvard.edu/books/NBK83377/},
	author = {Committee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline,}
}
@inbook {910601,
	title = {The Why, What, and How of Class-Based Admissions Policy},
	booktitle = {The Future of Affirmative Action},
	year = {2014},
	pages = {203-214},
	publisher = {The Century Foundation Press},
	organization = {The Century Foundation Press},
	address = {New York},
	url = {http://tcf.org/assets/downloads/16_The-Why-What-and-How-of-Class-Based-Admissions-Policy.pdf},
	author = {Conley, Dalton},
	editor = {Kahlenberg, Richard D.}
}
@article {897196,
	title = {Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Policies},
	journal = {University of Chicago Legal Forum},
	volume = {1989},
	number = {1},
	year = {1989},
	pages = {139-167},
	url = {http://chicagounbound.uchicago.edu/uclf/vol1989/iss1/8/},
	author = {Crenshaw, Kimberle}
}
@magazinearticle {766316,
	title = {Why Diversity Programs Fail},
	journal = {Harvard Business Review},
	year = {2016},
	url = {https://hbr.org/2016/07/why-diversity-programs-fail},
	author = {Frank Dobbin and Alexandra Kalev}
}
@article {908231,
	title = {Political diversity will improve social psychological science},
	journal = {Behavioral and Brain Sciences},
	volume = {38},
	year = {2015},
	month = {Jan 2015},
	pages = {e130-142},
	abstract = {Psychologists have demonstrated the value of diversity {\textendash} particularly diversity of viewpoints {\textendash} for enhancing creativity, discovery, and problem solving. But one key type of viewpoint diversity is lacking in academic psychology in general and social psychology in particular: political diversity. This article reviews the available evidence and finds support for four claims: (1) Academic psychology once had considerable political diversity, but has lost nearly all of it in the last 50 years. (2) This lack of political diversity can undermine the validity of social psychological science via mechanisms such as the embedding of liberal values into research questions and methods, steering researchers away from important but politically unpalatable research topics, and producing conclusions that mischaracterize liberals and conservatives alike. (3) Increased political diversity would improve social psychological science by reducing the impact of bias mechanisms such as confirmation bias, and by empowering dissenting minorities to improve the quality of the majority{\textquoteright}s thinking. (4) The underrepresentation of non-liberals in social psychology is most likely due to a combination of self-selection, hostile climate, and discrimination. We close with recommendations for increasing political diversity in social psychology.},
	url = {https://www-cambridge-org.ezp-prod1.hul.harvard.edu/core/journals/behavioral-and-brain-sciences/article/political-diversity-will-improve-social-psychological-science-1/A54AD4878AED1AFC8BA6AF54A890149F},
	author = {Duarte, Jos{\'e} L. and Crawford, Jarret T. and Stern, Charlotta and Haidt, Jonathan and Jussim, Lee and Tetlock, Philip E.}
}
@article {910171,
	title = {Psychological Safety and Learning Behavior in Work Teams},
	journal = {Administrative Science Quarterly},
	volume = {44},
	number = {2},
	year = {1999},
	month = {1 Jun, 1999},
	pages = {350-383},
	url = {http://search.proquest.com.ezp-prod1.hul.harvard.edu/docview/1554071132?accountid=11311},
	author = {Edmondson, Amy}
}
@newspaperarticle {908941,
	title = {How Did Politics Get So Personal?},
	journal = {The New York Times},
	year = {2015},
	month = {28 Jan, 2015},
	url = {http://nyti.ms/1D8Y6i5},
	author = {Edsall, Thomas B.}
}
@webarticle {910421,
	title = {Bridge From Bachelor{\textquoteright}s to Ph.D.},
	journal = {Inside Higher Ed},
	year = {2010},
	abstract = {When Keivan Stassun arrived at Vanderbilt University{\textquoteright}s department of physics and astronomy in 2003 as an assistant professor, he saw neighboring, historically black Fisk University as an obvious collaborator. The two institutions are two miles apart in Nashville. {\textquotedblleft}Look, we have two good things here and they{\textquoteright}re practically touching," he recalls thinking. "There must be something we can do with what we{\textquoteright}ve got.{\textquotedblright}},
	url = {https://www.insidehighered.com/news/2010/03/26/bridge},
	author = {Epstein, Jennifer}
}
@inbook {876256,
	title = {The {\textquoteright}Diversity Explosion{\textquoteright} Is America{\textquoteright}s Twenty-first-Century Baby Boom},
	booktitle = {Our Compelling Interests: The Value of Diversity for Democracy and a Prosperous Society},
	year = {2016},
	pages = {16-38},
	publisher = {Princeton University Press},
	organization = {Princeton University Press},
	address = {Princeton, NJ},
	url = {http://press.princeton.edu/titles/10784.html},
	author = {Frey, William H.}
}
@book {910196,
	title = {In a Different Voice: Psychological Theory and Women{\textquoteright}s Development},
	year = {1982},
	pages = {184},
	publisher = {Harvard University Press},
	organization = {Harvard University Press},
	address = {Cambridge, Mass.},
	abstract = {Carol Gilligan believes that psychology has persistently and systematically misunderstood women--their motives, their moral commitments, the course of their psychological growth, and their special view of what is important in life. Here she sets out to correct psychology{\textquoteright}s misperceptions and refocus its view of female personality. This little book started a revolution, making women{\textquoteright}s voices heard, in their own right and with their own integrity, for virtually the first time in social scientific theorizing about women. Its impact was immediate and continues to this day, in the academic world and beyond. It has inspired new research, new educational initiatives, and political debate--and helped many women--and men--to see themselves and each other in a different light.},
	url = {http://www.hup.harvard.edu/catalog.php?isbn=9780674970960},
	author = {Gilligan, Carol}
}
@report {910431,
	title = {Staying Competitive: Patching America{\textquoteright}s Leaky Pipeline in the Sciences},
	year = {2009},
	month = {11/09},
	institution = {Center for American Progress},
	address = {Washington, D.C.},
	abstract = {Women represent a large part of the talent pool for research science, but many data sources indicate that they are more likely than men to {\textquotedblleft}leak{\textquotedblright} out of the pipeline in the sciences before obtaining a tenured position at a college or university.},
	url = {https://www.americanprogress.org/wp-content/uploads/issues/2009/11/pdf/women_and_sciences.pdf},
	author = {Goulden, Marc and Frasch, Karie and Mason, Mary Ann}
}
@inbook {910606,
	title = {New Rules for Affirmative Action in Higher Education},
	booktitle = {The Future of Affirmative Action},
	year = {2014},
	pages = {57-74},
	publisher = {The Century Foundation Press},
	organization = {The Century Foundation Press},
	address = {New York},
	url = {http://tcf.org/assets/downloads/5_New-Rules-for-Affirmative-Action-in-Higher-Education.pdf},
	author = {Greytak, Scott},
	editor = {Kahlenberg, Richard D.}
}
@case {910801,
	title = {Brief for Harvard University as Amicus Curiae Supporting Respondents, Fisher v. University of Texas at Austin, 579 U.S. ___ (2016)},
	year = {2015},
	url = {http://ogc.harvard.edu/files/ogc/files/harvard_amicus_brief_11.2.15.pdf},
	author = {Harvard University,}
}
@inbook {910626,
	title = {Increasing Socioeconomic Diversity in American Higher Education},
	booktitle = {The Future of Affirmative Action},
	year = {2014},
	pages = {226-234},
	publisher = {The Century Foundation Press},
	organization = {The Century Foundation Press},
	address = {New York},
	url = {http://tcf.org/assets/downloads/18_Increasing-Socioeconomic-Diversity-in-American-Higher-Education.pdf},
	author = {Hill, Catharine},
	editor = {Kahlenberg, Richard D.}
}
@report {908186,
	title = {Do Differences Make a Difference? The Effects of Diversity on Learning, Intergroup Outcomes, and Civic Engagement},
	year = {2013},
	month = {09/13},
	institution = {Princeton University},
	address = {Princeton},
	abstract = {As part of its work, the Trustee Ad Hoc Committee on Diversity commissioned a literature review that examines various research on how experiencing diversity influences learning, intergroup attitudes and behavior, and civic engagement, particularly in school and workplace environments.},
	url = {https://www.princeton.edu/reports/2013/diversity/report/PU-report-diversity-outcomes.pdf},
	author = {Holoien, Deborah Son}
}
@article {908241,
	title = {Facing Differences with an Open Mind: Openness to Experience, Salience of Intragroup Differences, and Performance of Diverse Work Groups},
	journal = {Academy of Management Journal},
	volume = {51},
	number = {6},
	year = {2008},
	month = {Dec 2008},
	pages = {1204-1222},
	abstract = {This study examined how the performance of diverse teams is affected by member openness to experience and the extent to which team reward structure emphasizes intragroup differences. Fifty-eight heterogeneous four-person teams engaged in an interactive task. Teams in which reward structure converged with diversity (i.e., "faultline" teams) performed more poorly than teams in which reward structure cut across differences between group members or pointed to a "superordinate identity." High openness to experience positively influenced teams in which differences were salient (i.e., faultline and "cross-categorized" teams) but not teams with a superordinate identity. This effect was mediated by information elaboration.},
	url = {http://ezp-prod1.hul.harvard.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true\&db=heh\&AN=35732995\&site=ehost-live\&scope=site},
	author = {Homan, Astrid C. and Hollenbeck, John R. and Humphrey, Stephen E. and Van Knippenberg, Daan and Ilgen, Daniel R. and Van Kleef, Gerben A.}
}
@article {910206,
	title = {Integrity and Disrespect: Principles of a Conception of Morality Based on a Theory of Recognition},
	journal = {Political Theory},
	volume = {20},
	number = {2},
	year = {1992},
	month = {May 1992},
	pages = {187-201},
	url = {http://ptx.sagepub.com.ezp-prod1.hul.harvard.edu/content/20/2/187},
	author = {Honneth, Axel}
}
@report {907911,
	title = {Office of English Language Learners, 2013 Demographic Report},
	year = {2013},
	institution = {New York City Department of Education{\textquoteright}s Division of Students with Disabilities and English Language Learners},
	address = {New York City},
	url = {http://schools.nyc.gov/NR/rdonlyres/FD5EB945-5C27-44F8-BE4B-E4C65D7176F8/0/2013DemographicReport_june2013_revised.pdf},
	author = {Hughes, Kara and Pandey, Nick}
}
@article {908246,
	title = {Fear and Loathing Across Party Lines: New Evidence on Group Polarization},
	journal = {American Journal of Political Science},
	volume = {59},
	number = {3},
	year = {2015},
	month = {Jul 2015},
	pages = {690-707},
	abstract = {When defined in terms of social identity and affect toward copartisans and opposing partisans, the polarization of the American electorate has dramatically increased. We document the scope and consequences of affective polarization of partisans using implicit, explicit, and behavioral indicators. Our evidence demonstrates that hostile feelings for the opposing party are ingrained or automatic in voters{\textquoteright} minds, and that affective polarization based on party is just as strong as polarization based on race. We further show that party cues exert powerful effects on nonpolitical judgments and behaviors. Partisans discriminate against opposing partisans, doing so to a degree that exceeds discrimination based on race. We note that the willingness of partisans to display open animus for opposing partisans can be attributed to the absence of norms governing the expression of negative sentiment and that increased partisan affect provides an incentive for elites to engage in confrontation rather than cooperation.},
	url = {http://onlinelibrary.wiley.com.ezp-prod1.hul.harvard.edu/doi/10.1111/ajps.12152/abstract},
	author = {Iyengar, Shanto and Westwood, Sean J.}
}
@article {937596,
	title = {Culture Shock Revisited: The Social and Cultural Contingencies to Class Marginality},
	journal = {Sociological Forum},
	volume = {29},
	number = {2},
	year = {2014},
	month = {2 June, 2014},
	pages = {453-475},
	abstract = {Existing explanations of class marginality predict similar social experiences for all lower-income undergraduates. This paper extends this literature by presenting data highlighting the cultural and social contingencies that account for differences in experiences of class marginality. The degree of cultural and social dissimilarity between one{\textquoteright}s life before and during college helps explain variation in experiences. I contrast the experiences of two groups of lower-income, black undergraduates{\textemdash}the Doubly Disadvantaged and Privileged Poor. Although from comparable disadvantaged households and neighborhoods, they travel along divergent paths to college. Unlike the Doubly Disadvantaged, whose precollege experiences are localized, the Privileged Poor cross social boundaries for school. In college, the Doubly Disadvantaged report negative interactions with peers and professors and adopt isolationist strategies, while the Privileged Poor generally report positive interactions and adopt integrationist strategies. In addition to extending present conceptualizations of class marginality, this study advances our understanding of how and when class and culture matter in stratification processes in college.},
	url = {http://onlinelibrary.wiley.com.ezp-prod1.hul.harvard.edu/doi/10.1111/socf.12092/abstract},
	author = {Anthony Abraham Jack}
}
@article {910241,
	title = {Communication and Trust in Global Virtual Teams},
	journal = {Organization Science},
	volume = {10},
	number = {6},
	year = {1999},
	month = {1 Dec, 1999},
	pages = {791-815},
	abstract = {This paper explores the challenges of creating and maintaining trust in a global virtual team whose members transcend time, space, and culture. The challenges are highlighted by integrating recent literature on work teams, computer-mediated communication groups, cross-cultural communication, and interpersonal and organizational trust. To explore these challenges empirically, we report on a series of descriptive case studies on global virtual teams whose members were separated by location and culture, were challenged by a common collaborative project, and for whom the only economically and practically viable communication medium was asynchronous and synchronous computer-mediated communication. The results suggest that global virtual teams may experience a form of {\textquotedblleft}swift{\textquotedblright} trust, but such trust appears to be very fragile and temporal. The study raises a number of issues to be explored and debated by future research. Pragmatically, the study describes communication behaviors that might facilitate trust in global virtual teams.},
	url = {http://dx.doi.org.ezp-prod1.hul.harvard.edu/10.1287/orsc.10.6.791},
	author = {Jarvenpaa, Sirkka L. and Leidner, Dorothy E.}
}
@article {910311,
	title = {Is Anybody out There? Antecedents of Trust in Global Virtual Teams},
	journal = {Journal of Management Information Systems},
	volume = {14},
	number = {4},
	year = {1998},
	month = {1 Mar, 1998},
	pages = {29-64},
	abstract = {A global virtual team is an example of a boundaryless network organization form where a temporary team is assembled on an as-needed basis for the duration of a task and staffed by members from different countries. In such teams, coordination is accomplished via trust and shared communication systems. The focus of the reported study was to explore the antecedents of trust in a global virtual-team setting. Seventy-five teams, consisting of four to six members residing in different countries, interacted and worked together for eight weeks. The two-week trust-building exercises did have a significant effect on the team members{\textquoteright} perceptions of the other members{\textquoteright} ability, integrity, and benevolence. In the early phases of teamwork, team trust was predicted strongest by perceptions of other team members{\textquoteright} integrity, and weakest by perceptions of their benevolence. The effect of other members{\textquoteright} perceived ability on trust decreased over time. The members{\textquoteright} own propensity to trust had a significant, though unchanging, effect on trust. A qualitative analysis of six teams{\textquoteright} electronic mail messages explored strategies that were used by the three highest trust teams, but were used infrequently or not at all by the three lowest trust teams. The strategies suggest the presence of {\textquotedblleft}swift{\textquotedblright} trust. The paper advances a research model for explaining trust in global virtual teams.},
	url = {http://dx.doi.org.ezp-prod1.hul.harvard.edu/10.1080/07421222.1998.11518185},
	author = {Jarvenpaa, Sirkka L. and Knoll, Kathleen and Leidner, Dorothy E.}
}
@report {838576,
	title = {Report of the Committee to Study the Importance of Student Body Diversity},
	year = {2016},
	month = {02/02},
	abstract = {The committee sought to examine and restate the benefits that the College derives {\textendash} as an institution, and for its students and faculty {\textendash} from student body diversity of all kinds, including racial diversity.},
	author = {Khurana, Rakesh and et al.}
}
@newspaperarticle {908251,
	title = {A Confession of Liberal Intolerance},
	journal = {The New York Times},
	year = {2016},
	month = {7 May, 2016},
	url = {http://nyti.ms/1rDjMDb},
	author = {Kristof, Nicholas}
}
@book {907821,
	title = {Unequal childhoods: Class, Race, and Family Life},
	year = {2011},
	pages = {461},
	publisher = {University of California Press},
	organization = {University of California Press},
	edition = {2nd},
	address = {Berkeley},
	abstract = {This book is a powerful portrayal of class inequalities in the United States. It contains insightful analysis of the processes through which inequality is reproduced, and it frankly engages with methodological and analytic dilemmas usually glossed over in academic texts.},
	url = {http://ezp-prod1.hul.harvard.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true\&db=nlebk\&AN=386083\&site=ehost-live\&scope=site},
	author = {Lareau, Annette}
}
@article {766281,
	title = {Cultural Knowledge and Social Inequality},
	journal = {American Sociological Review},
	volume = {80},
	number = {1},
	year = {2015},
	month = {February 1, 2015},
	pages = {1-27},
	abstract = {Using both qualitative longitudinal data collected 20 years after the original Unequal Childhoods study and interview data from a study of upwardly mobile adults, this address demonstrates how cultural knowledge matters when white and African American young adults of differing class backgrounds navigate key institutions. I find that middle-class young adults had more knowledge than their working-class or poor counterparts of the {\textquotedblleft}rules of the game{\textquotedblright} regarding how institutions worked. They also displayed more of a sense of entitlement to ask for help. When faced with a problem related to an institution, middle-class young adults frequently succeeded in getting their needs accommodated by the institution; working-class and poor young adults were less knowledgeable about and more frustrated by bureaucracies. This address also shows the crucial role of {\textquotedblleft}cultural guides{\textquotedblright} who help upwardly mobile adults navigate institutions. While many studies of class reproduction have looked at key turning points, this address argues that {\textquotedblleft}small moments{\textquotedblright} may be critical in setting the direction of life paths.},
	doi = {10.1177/0003122414565814},
	url = {http://asr.sagepub.com/content/80/1/1},
	author = {Lareau, Annette}
}
@book {908191,
	title = {Our Compelling Interests: The Value of Diversity for Democracy and a Prosperous Society},
	year = {2016},
	pages = {263},
	publisher = {Princeton University Press},
	organization = {Princeton University Press},
	address = {Princeton},
	url = {http://press.princeton.edu/titles/10784.html},
	editor = {Lewis, Earl and Cantor, Nancy}
}
@article {908256,
	title = {Factional Groups: A New Vantage on Demographic Faultlines, Conflict, and Disintegration in Work Teams},
	journal = {Academy of Management Journal},
	volume = {48},
	number = {5},
	year = {2005},
	month = {Oct 2005},
	pages = {794-813},
	abstract = {We develop the concept of factional groups, or those in which members are representatives from a small number of (often just two) social entities. Such groups include many merger integration teams, bilateral task forces, and joint venture teams. We extend theory about group demography by arguing that factional groups possess preexisting faultlines that require a new conception of demographic dissimilarity. We propose that large demographic faultlines between factions engender task conflict, emotional conflict, and behavioral disintegration-which in turn lead to poor performance. We tested our model using data from 71 joint venture management groups. Data gathered in two waves strongly supported our propositions.},
	url = {http://ezp-prod1.hul.harvard.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true\&db=heh\&AN=18803923\&site=ehost-live\&scope=site},
	author = {Li, Jiatao and Hambrick, Donald}
}
@newspaperarticle {910226,
	title = {10 Questions for Yale{\textquoteright}s President},
	journal = {The Chronicle of Higher Education},
	year = {2016},
	month = {25 May, 2016 },
	url = {http://www.chronicle.com.ezp-prod1.hul.harvard.edu/article/10-Questions-for-Yale-s/236593},
	author = {Loewen, James W.}
}
@article {908261,
	title = {Building Bridges, Windows and Cultures: Mediating Mechanisms between Team Heterogeneity and Performance in Global Teams},
	journal = {Management International Review},
	volume = {46},
	number = {6},
	year = {2006},
	month = {Dec 2006},
	pages = {697-720},
	url = {http://link.springer.com.ezp-prod1.hul.harvard.edu/article/10.1007/s11575-006-0123-5},
	author = {Maloney, Mary and Zellmer-Bruhn, Mary}
}
@article {910436,
	title = {Meyerhoff Scholars Program: A Strengths-Based, Institution-Wide Approach to Increasing Diversity in Science, Technology, Engineering, and Mathematics.},
	journal = {Mount Sinai Journal of Medicine},
	volume = {79},
	number = {5},
	year = {2012},
	month = {Sep/Oct 2012},
	pages = {610-623},
	abstract = {The Meyerhoff Scholars Program at the University of Maryland, Baltimore County is widely viewed as a national model of a program that enhances the number of underrepresented minority students who pursue science, technology, engineering, and mathematics PhDs. The current article provides an overview of the program and the institution-wide change process that led to its development, as well as a summary of key outcome and process evaluation research findings. African American Meyerhoff students are 5{\texttimes} more likely than comparison students to pursue a science, technology, engineering, and mathematics PhD. Program components viewed by the students as most beneficial include financial scholarship, being a part of the Meyerhoff Program community, the Summer Bridge program, study groups, and summer research. Qualitative findings from interviews and focus groups demonstrate the importance of the Meyerhoff Program in creating a sense of belonging and a shared identity, encouraging professional development, and emphasizing the importance of academic skills. Among Meyerhoff students, several precollege and college factors have emerged as predictors of successful entrance into a PhD program in the science, technology, engineering, and mathematics fields, including precollege research excitement, precollege intrinsic math/science motivation, number of summer research experiences during college, and college grade point average. Limitations of the research to date are noted, and directions for future research are proposed.},
	url = {http://ezp-prod1.hul.harvard.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true\&db=aph\&AN=79959024\&site=ehost-live\&scope=site},
	author = {Maton, Kenneth I. and Pollard, Shauna A. and McDougall Weise, Tatiana V. and Hrabowski, Freeman A.}
}
@film {838586,
	title = {I, Too, Am Harvard},
	journal = {YouTube},
	year = {2014},
	abstract = {Performed on October 11, 2014 on the campus of Harvard College as part of the I, Too, Am Harvard Blacktivism ConferenceThis play is based on interviews with black undergraduate students at Harvard College conducted by Kimiko Matsuda-Lawrence in the fall of 2013 and spring of 2014. All words performed by the actors are the words of real students taken from those interviews.},
	url = {https://www.youtube.com/playlist?list=PLjZPcJed-jEr7S7HM6HqcHcpRSR2SQ0O4},
	author = {Matsuda-Lawrence, Kimiko}
}
@article {908266,
	title = {Creativity, Divergent Thinking, and Openness to Experience},
	journal = {Journal of Personality and Social Psychology},
	volume = {52},
	number = {6},
	year = {1987},
	month = {Jun 1987},
	pages = {1258-1265},
	abstract = {Test scores of divergent thinking obtained between 1959 and 1972 were correlated with a variety of personality measures administered since 1980. In this sample of 268 men, divergent thinking was consistently associated with self-reports and ratings of openness to experience, but not with neuroticism, extraversion, agreeableness, or conscientiousness. Both divergent thinking and openness were also modestly correlated with Gough{\textquoteright}s (1979) empirically derived Creative Personality Scale. Several other personality variables mentioned in the literature were also examined; those that were associated with divergent thinking were also generally correlated with openness. These data suggest that creativity is particularly related to the personality domain of openness to experience.},
	url = {http://ezp-prod1.hul.harvard.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true\&db=pdh\&AN=1987-28199-001\&site=ehost-live\&scope=site},
	author = {Mccrae, Robert R.}
}
@inbook {910336,
	title = {Righting Historical Injustice in Higher Education},
	booktitle = { The Aims of Higher Education: Problems of Morality and Justice},
	year = {2015},
	pages = {113-134},
	publisher = {The University of Chicago Press},
	organization = {The University of Chicago Press},
	address = {Chicago; London},
	abstract = {This chapter argues that mainstream institutions of higher education in the United States have a distinctive moral responsibility to promote corrective racial justice for Black Americans. It traces this moral responsibility to the fact that these institutions have historically been complacent actors in the perpetuation of racial injustice. According to the author, current corrective policies like affirmative action fail to allow institutions to satisfy their responsibility towards Black Americans. These policies fail, first, because their basis in the value of diversity is morally inadequate, and second, because they do not do enough to remedy Black socioeconomic disadvantage insofar as they fail to increase the number of qualified Black students seeking entry to these institutions. The author calls for additional measures to secure corrective justice. He proposes one such measure: Mainstream institutions of higher education sponsoring {\textquotedblleft}academy schools{\textquotedblright} directed at serving underprivileged Black students at the primary and secondary levels.},
	url = {http://chicago.universitypressscholarship.com.ezp-prod1.hul.harvard.edu/view/10.7208/chicago/9780226259512.001.0001/upso-9780226259345-chapter-7},
	author = {McPherson, Lionel K.},
	editor = {Brighouse, Harry and McPherson, Michael S.}
}
@report {910446,
	title = {Recommended Strategies to Increase the Participation of Underrepresented Groups in STEM},
	year = {2012},
	institution = {National Postdoctoral Association},
	address = {Washington, D.C.},
	abstract = {Many institutions understand the benefits of diversity and would like to enhance diversity among its students, faculty and staff, including postdocs. This has been easier to accomplish in certain fields, yet the science, technology, engineering, and math (STEM) fields lag behind. There have been some positive changes at the level of diversifying the students in the STEM fields, but this is not translating into diversification at the faculty level. The long-term goal is to increase the diversity of STEM faculty. In order to do that, steps need to be taken to ensure that a pipeline of individuals can progress through undergraduate programs into graduate programs through a postdoctoral position and into a tenured faculty position. In order to move qualified individuals through the pipeline these primary components are essential 1) recruitment 2) retention and 3)preparation for the next phase. Below are some suggestions of ways institutions can increase the number of underrepresented minority (URM) participation in STEM fields.},
	url = {http://c.ymcdn.com/sites/www.nationalpostdoc.org/resource/resmgr/Docs/underrepresented-groups.pdf},
	author = {McRae, Paulette and et al.}
}
@inbook {908271,
	title = {Swift Trust and Temporary Groups},
	booktitle = {Trust in Organizations: Frontiers of Theory and Research},
	year = {1996},
	pages = {166-195},
	publisher = {Sage},
	organization = {Sage},
	address = {Thousand Oaks, Calif.},
	abstract = {Argues that the notion of swift trust is a useful concept for understanding the functioning of temporary systems, drawing on the work of Lawrence Peter Goodman \&amp; Richard Alan Goodman (1976 [see abstract 77I5236]) \&amp; other secondary literature. Temporary systems are described as contexts in which a premium is placed on making do with whatever information is available \&amp; in which swift judgments of trust are mandatory. Aspects of trust, eg, vulnerability, uncertainty, \&amp; risk, are discussed in the context of the temporary system, \&amp; a number of propositions regarding trust in these situations are proposed: (1) Smaller labor pool \&amp; more vulnerability among workers equal more rapidly developed trust. (2) Role-based interaction will lead to more rapid development of trust than person-based interaction. (3) Inconsistent behavior or blurring of roles will lead to less trust. (4) Category rather than evidence-driven information is more important in temporary systems, leading to a faster reduction of uncertainty. (5) Swift trust is more likely at moderate vs low or high levels of interdependence. The role of the contractor in temporary systems is briefly considered. It is concluded that swift trust is a pragmatic strategy for dealing with uncertainties generated by a complex system.},
	url = {https://us.sagepub.com/en-us/nam/trust-in-organizations/book4948},
	author = {Meyerson, Debra and Weick, Karl E. and Kramer, Roderick M. and Tyler, Tom R.},
	editor = {Kramer, Roderick M.}
}
@report {910466,
	title = {The Revolving Door for Underrepresented Minority Faculty in Higher Education: An Analysis from the Campus Diversity Initiative},
	year = {2006},
	month = {04/06},
	institution = {The James Irvine Foundation},
	address = {San Francisco; Los Angeles},
	url = {https://irvine-dot-org.s3.amazonaws.com/documents/123/attachments/insight_Revolving_Door.pdf?1416807317},
	author = {Moreno, Jos{\'e} F. and Smith, Daryl G. and Clayton-Pedersen, Alma R. and Parker, Sharon and Teraguchi, Daniel Hiroyuki}
}
@article {766296,
	title = {Science faculty{\textquoteright}s subtle gender biases favor male students},
	journal = {Proceedings of the National Academy of Sciences},
	volume = {109},
	number = {41},
	year = {2012},
	month = {October 9, 2012},
	pages = {16474-16479},
	abstract = {Despite efforts to recruit and retain more women, a stark gender disparity persists within academic science. Abundant research has demonstrated gender bias in many demographic groups, but has yet to experimentally investigate whether science faculty exhibit a bias against female students that could contribute to the gender disparity in academic science. In a randomized double-blind study (n = 127), science faculty from research-intensive universities rated the application materials of a student{\textemdash}who was randomly assigned either a male or female name{\textemdash}for a laboratory manager position. Faculty participants rated the male applicant as significantly more competent and hireable than the (identical) female applicant. These participants also selected a higher starting salary and offered more career mentoring to the male applicant. The gender of the faculty participants did not affect responses, such that female and male faculty were equally likely to exhibit bias against the female student. Mediation analyses indicated that the female student was less likely to be hired because she was viewed as less competent. We also assessed faculty participants{\textquoteright} preexisting subtle bias against women using a standard instrument and found that preexisting subtle bias against women played a moderating role, such that subtle bias against women was associated with less support for the female student, but was unrelated to reactions to the male student. These results suggest that interventions addressing faculty gender bias might advance the goal of increasing the participation of women in science.},
	doi = {10.1073/pnas.1211286109},
	url = {http://www.pnas.org/content/109/41/16474},
	author = {Moss-Racusin, Corinne A. and Dovidio, John F. and Brescoll, Victoria L. and Graham, Mark J. and Handelsman, Jo}
}
@report {910346,
	title = {Promoting Inclusion and Identity Safety to Support College Success: College Completion Series: Part Three},
	year = {2016},
	month = {05/16},
	institution = {The Century Foundation},
	address = {New York; Washington, D.C.},
	url = {https://tcf.org/content/report/promoting-inclusion-identity-safety-support-college-success/},
	author = {Murphy, Mary and Destin, Mesmin}
}
@article {908666,
	title = {Global Mind-Sets and Cognitive Shift in a Complex Multinational Corporation},
	journal = {Strategic Management Journal},
	volume = {19},
	number = {2},
	year = {1998},
	month = {Feb 1998},
	pages = {97-114},
	abstract = {\&nbsp;This article investigates attitudes that underlie international strategy processes. We propose survey scales of these attitudes and describe tests that support their reliability and validity as measures of constructs--including integration, responsiveness, and coordination--thatresearchers have used for many years in case analyses of international strategy and organization.We also propose and validate scales to capture the perceived alignment with firms{\textquoteright} international objectives of key business policies that affect individuals, including accountability for global results, career opportunity and a globally shared meaning system that informs communication and discussion about change. Our discussion of these tests offers an assessment of how changing patterns of association among the measures over time conform to expectations generated by the case-based empirical literature. We argue that these patterns document a process of organizational learning that can link managers{\textquoteright} mind-sets with senior managers{\textquoteright} intentions in the course of proactive international strategic change. The analysis relies on survey responses taken in 1992 and 1995 from 370 managers in 13 country affiliates and the head office of a U.S.-based diversified multinational corporation (DMNC).},
	url = {http://search.proquest.com.ezp-prod1.hul.harvard.edu/docview/231095235?accountid=11311},
	author = {Murtha, Thomas P. and Lenway, Stefanie Ann and Bagozzi, Richard P.}
}
@booklet {910506,
	title = {Postdoctoral Scholars, Gender, and the Academic Career Pipeline: A fact sheet},
	year = {2011},
	abstract = {NPA ADVANCE: From Postdoc to Faculty: Transition Issues for Women Scientists is a project to foster the transition of women postdocs into the professoriate. Supported by a three-year grant from the National Science Foundation{\textquoteright}s ADVANCE program, the project will adapt and disseminate promising institutional practices for assisting women scientists and engineers in making this transition. The NPA will draw on successful models from both past ADVANCE programs as well as from the postdoctoral community, then adapt and promote them through various avenues.},
	url = {http://c.ymcdn.com/sites/www.nationalpostdoc.org/resource/resmgr/Docs/postdoc-gender-fact-sheet-20.pdf},
	author = {National Postdoctoral Association,_}
}
@book {908201,
	title = {The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies},
	year = {2007},
	pages = {424},
	publisher = {Princeton University Press},
	organization = {Princeton University Press},
	address = {Princeton},
	url = {http://press.princeton.edu/titles/8757.html},
	author = {Page, Scott E.}
}
@inbook {910366,
	title = { Introduction: Liberalism and the Accommodation of Cultural Diversity},
	booktitle = {Equal Recognition: The Moral Foundations of Minority Rights},
	year = {2014},
	pages = {1-37},
	publisher = {Princeton University Press},
	organization = {Princeton University Press},
	address = {Princeton, N.J.},
	url = {http://press.princeton.edu/titles/10272.html},
	author = {Patten, Alan}
}
@newspaperarticle {876231,
	title = {Are College Lectures Unfair?},
	journal = {The New York Times},
	year = {2015},
	month = {12 Sept, 2015},
	url = {http://nyti.ms/1i6FURP},
	author = {Paul, Annie Murphy}
}
@report {908726,
	title = {{\textquoteright}Art as a Means of Learning about the Self, the Group, and Other Cultures{\textquoteright} in New Opportunities for Interest-Driven Arts Learning in a Digital Age},
	year = {2013},
	month = {07/13},
	pages = {16-18},
	institution = { The Wallace Foundation},
	address = {New York},
	abstract = {Arts may be scarce in many public schools, especially in disadvantaged communities. But outside school, one sees a "strikingly different landscape," according to this report. Why? Digital technologies are offering young people new ways to engage in the arts on their own time and according to their own interests. The report describes the new technologies, young people{\textquoteright}s media use and a framework for thinking about "interest-driven" arts learning. Three appendices include: (1) Communities that support interest-driven digital arts learning; (2) Apps that support interest-driven digital arts learning; and (3) Online platforms that support interest-driven digital arts learning.},
	url = {http://www.wallacefoundation.org/knowledge-center/Pages/New-Opportunities-for-Interest-Driven-Arts-Learning-in-a-Digital-Age.aspx},
	author = {Peppler, Kylie}
}
@report {910516,
	title = {Report of the Trustee Ad Hoc Committee on Diversity},
	year = {2013},
	month = {09/13},
	institution = {Princeton University},
	address = {Princeton, N.J.},
	abstract = {The Report of the Trustee Ad Hoc Committee on Diversity identifies ways to make Princeton University a more diverse and inclusive community, with a focus on graduate students, postdoctoral fellows, faculty and senior administrators. The report builds on Princeton{\textquoteright}s ongoing efforts to embed diversity in the practices of the entire institution, and offers recommendations for diversifying specific campus populations where progress has been more limited.},
	url = {http://www.princeton.edu/reports/2013/diversity/report/PU-report-on-diversity.pdf},
	author = {Princeton University,}
}
@book {907916,
	title = {American Grace: How Religion Divides and Unites Us},
	year = {2012},
	pages = {707},
	publisher = {Simon \& Schuster},
	organization = {Simon \& Schuster},
	address = {New York},
	abstract = {Draws on three national surveys on religion, as well as research conducted by congregations across the United States, to examine the profound impact it has had on American life and how religious attitudes have changed in recent decades},
	url = {http://www.simonandschuster.com/books/American-Grace/Robert-D-Putnam/9781416566731},
	author = {Putnam, Robert D. and David E. Campbell}
}
@inbook {907931,
	title = {Racial Segregation and Black Student Achievement},
	booktitle = {Education, Justice, and Democracy},
	year = {2013},
	publisher = {The University of Chicago Press},
	organization = {The University of Chicago Press},
	address = {Chicago},
	abstract = {This chapter links the black{\textendash}white achievement gap to racial segregation and analyzes the capacity of the US policymakers, including the justice system, to tackle the problem. It takes as a starting point the observation that US courts seem to have concluded that residential segregation is no longer de jure but entirely de facto, the product not of government policy but of individual choice about where to live. By examining a wide array of social policies, the chapter shows that de jure segregation and its effects are extremely alive and well and belie assumptions about de facto segregation embedded in major court decisions on school desegregation.},
	url = {http://chicago.universitypressscholarship.com.ezp-prod1.hul.harvard.edu/view/10.7208/chicago/9780226012933.001.0001/upso-9780226012629-chapter-09},
	author = {Rothstein, Richard}
}
@inbook {910381,
	title = {Introduction: The Cooperative Frame of Mind; and Part Two: Cooperation Weakened},
	booktitle = { Together : The Rituals, Pleasures and Politics of Co-Operation},
	year = {2012},
	pages = {3-34; 133-198},
	publisher = {Yale University Press},
	organization = {Yale University Press},
	address = {New Haven, CT},
	abstract = {Discusses why people tend to avoid social engagement with those unlike themselves, why increased cooperation is necessary to make society prosper, and the skills necessary for strengthening cooperation.},
	url = {http://yalebooks.com/book/9780300188288/together},
	author = {Sennett, Richard}
}
@article {Shields2008,
	title = {Gender: An Intersectionality Perspective},
	journal = {Sex Roles},
	volume = {59},
	number = {5},
	year = {2008},
	pages = {301{\textendash}311},
	abstract = {Intersectionality, the mutually constitutive relations among social identities, is a central tenet of feminist thinking and has transformed how gender is conceptualized in research. In this special issue, we focus on the intersectionality perspective in empirical research on gender. Our goal is to offer a {\textquoteleft}{\textquoteleft}best practices{\textquoteright}{\textquoteright} resource that provides models for when and how intersectionality can inform theory and be incorporated into empirical research on psychological questions at individual, interpersonal, and social structural levels. I briefly summarize the development of the intersectionality perspective, and then review how the realization of its promise has been diverted by preoccupation with intersectionality as a methodological challenge. I conclude with a discussion of why intersectionality is an urgent issue for researchers invested in promoting positive social change.},
	issn = {1573-2762},
	doi = {10.1007/s11199-008-9501-8},
	url = {http://dx.doi.org/10.1007/s11199-008-9501-8},
	author = {Shields, Stephanie A.}
}
@inbook {910396,
	title = {Part 3. The Impact of Specific University Experiences on Sociopolitical Attitudes and Academic Adjustment},
	booktitle = {The Diversity Challenge: Social Identity and Intergroup Relations on the College Campus},
	year = {2008},
	pages = {183-292},
	publisher = {Russell Sage Foundation},
	organization = {Russell Sage Foundation},
	address = {New York},
	url = {http://muse.jhu.edu.ezp-prod1.hul.harvard.edu/book/15044},
	author = {Sidanius, James and Levin, Shana and Van Laar, Colette and Sears, David O.}
}
@conference {910531,
	title = {The Pipeline for Achieving Faculty Diversity: Debunking the Myths},
	booktitle = {Association for the Study of Higher Education (ASHE) Annual Meeting},
	year = {1996},
	month = {3 Nov 1996},
	publisher = {Association for the Study of Higher Education},
	organization = {Association for the Study of Higher Education},
	address = {Memphis, TN},
	abstract = {This study examined the academic labor market experiences of 393 recipients of Ford Minority Fellows, Mellon Fellows, and certain Spencer Fellows who had recently completed doctoral degrees. Of the original 393 individuals, 78 percent responded to telephone interviews that focused on their hiring experiences relative to eight prototypes, which ranged from "sought after" to "never applied for faculty position." Based on the data, the report addresses and debunks five "myths" of the academic labor market and concludes that institutions can raise the level of qualified candidates by improving the search and hiring process, and by considering nontenure alternatives. The report sees opportunities for diversity decreasing in the future and suggests fellowships as a way to provide important networking links. Additionally, it sets out some strategies and principles of good hiring practice for institutions and suggests also that institutions provide graduate students with support in preparing for the job market and be ethical and honest when opportunities for academic posts are limited.},
	url = {http://eric.ed.gov/?id=ED402836},
	author = {Smith, Daryl G. and Wolf-Wendel, Lisa and Busenberg, Bonnie and Associates}
}
@article {910546,
	title = {Adaptive individualization: the next generation of online education},
	journal = {On the Horizon},
	volume = {16},
	number = {1},
	year = {2008},
	pages = {44-47},
	abstract = {Despite the predictions and expectations that the online education will become a {\textquotedblleft}killer app{\textquotedblright} and with major impact on education, the first generation of online education has led to more disappointments than success stories. The current {\textendash} one-size-fits-all static approach is extremely ineffective and leads to increased effort on the part of faculty and instructors teaching online courses. This paper discusses adaptive learning as an alternative transfer of traditional structures from a geographically-based to an online setting. Design/methodology/approach {\textendash} This article begins with an overview of the development of online education, and concludes that its initial promise has not been fulfilled because the innovations in technology have not been accompanied by any corresponding changes in the way classrooms are structured. It then proposes adaptive learning as a means by which, with the help of digital resources, learning can be adjusted to the needs and interests of individual students. Findings {\textendash} To improve current state-of-art and to increase effectiveness of the online education, systems that can adapt the content to match the learning preference of the individual learners, termed as the {\textquotedblleft}adaptive learning systems,{\textquotedblright} are needed. Systems that will support adaptive learning in a university and college environment will facilitate a paradigm shift for instructors to {\textquotedblleft}guide-on-the-side{\textquotedblright} from {\textquotedblleft}sage-on-the-stage.{\textquotedblright} Originality/value {\textendash} This opinion piece argues the need for a massive restructuring of higher education, using a student-centered model.},
	url = {http://www.emeraldinsight.com.ezp-prod1.hul.harvard.edu/doi/full/10.1108/10748120810853345},
	author = {Sonwalkar, Nish}
}
@report {910411,
	title = {University of Chicago Report of the Committee on Freedom of Expression},
	year = {2015},
	month = {01/15},
	institution = {University of Chicago},
	address = {Chicago},
	abstract = {A committee of faculty members from across the University was convened by President Robert J. Zimmer and Provost Eric D. Isaacs, chaired by Geoffrey Stone, Edward H. Levi Distinguished Service Professor of Law. They were charged with crafting a statement {\textquotedblleft}articulating the University{\textquoteright}s overarching commitment to free, robust, and uninhibited debate and deliberation among all members of the University{\textquoteright}s community.{\textquotedblright} This report reflects the University of Chicago{\textquoteright}s commitment to and tolerance of multiple forms of free expression, an important value of the University and its community.},
	url = {http://freeexpression.uchicago.edu/sites/freeexpression.uchicago.edu/files/FOECommitteeReport.pdf},
	author = {Stone, Geoffrey and et al.}
}
@book {908081,
	title = {Latinos: Remaking America},
	year = {2008},
	pages = {490},
	publisher = {University of California Press},
	organization = {University of California Press},
	edition = {2008},
	address = {Berkeley},
	abstract = {Papers originally presented at the conference entitled "Latinos in the 21st Century: Mapping the Research Agenda," held in April 2000 at Harvard University.},
	url = {http://www.ucpress.edu/book.php?isbn=9780520258273},
	editor = {Su{\'a}rez-Orozco, Marcelo M. and P{\'a}ez, Mariela M.}
}
@inbook {908116,
	title = {Less Separate, Still Unequal: Diversity and Equality in "Post- Civil Rights" America},
	booktitle = {Our Compelling Interests: The Value of Diversity for Democracy and a Prosperous Society},
	year = {2016},
	pages = {39-70},
	publisher = {Princeton University Press},
	organization = {Princeton University Press},
	address = {Princeton},
	url = {http://press.princeton.edu/titles/10784.html},
	author = {Sugrue, Thomas J.}
}
@case {910761,
	title = {Fisher v. University of Texas at Austin et al., 579 U.S. ___ (2016)},
	year = {2016},
	url = {https://www.supremecourt.gov/opinions/15pdf/14-981_4g15.pdf},
	author = {Supreme Court of the United States,}
}
@article {908206,
	title = {Finding Value in Diversity: Verification of Personal and Social Self- Views in Diverse Groups},
	journal = {Academy of Management Review},
	volume = {29},
	number = {1},
	year = {2004},
	month = {Jan 2004},
	pages = {9-27},
	url = {http://ezp-prod1.hul.harvard.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true\&db=heh\&AN=11851702\&site=ehost-live\&scope=site},
	author = {Swann Jr., William B. and Polzer, Jeffrey T. and Seyle, Daniel Conor and Ko, Sei Jin}
}
@book {908876,
	title = {Self-Traps: The Elusive Quest for Higher Self-Esteem},
	year = {1996},
	pages = {236},
	publisher = {W H Freeman \& Co},
	organization = {W H Freeman \& Co},
	abstract = {In this wide-ranging and strikingly original book, William Swann not only dissects the mistaken assumptions that underlie current self-esteem programmes, but also incisively analyses the nature of self-worth and the {\textquoteright}self-traps{\textquoteright} that make achieving and sustaining a sense of self-esteem so difficult. Self-Traps offers a fascinating, controversial exploration of how self-esteem conflicts develop and are played out in all our relationships. It shows how the authentic achievement of self-esteem is often undermined by social norms of competence and love, and discusses what could be done to encourage and sustain feelings of self-worth in society.},
	url = {https://www.amazon.com/Self-Traps-Elusive-Quest-Higher-Self-Esteem/dp/0716728982},
	author = {Swann Jr., William B.}
}
@article {908896,
	title = {Fostering Group Identification and Creativity in Diverse Groups: The Role of Individuation and Self-Verification},
	journal = {Personality and Social Psychology Bulletin},
	volume = {29},
	number = {11},
	year = {2003},
	month = {Nov 2003},
	pages = {1396-1406},
	abstract = {A longitudinal study examined the interplay of identity negotiation processes and diversity in small groups of master{\textquoteright}s of business administration (MBA) students. When perceivers formed relatively positive impressions of other group members, higher diversity predicted more individuation of targets. When perceivers formed relatively neutral impressions of other group members, however, higher diversity predicted less individuation of targets. Individuation at the outset of the semester predicted self-verification effects several weeks later, and self-verification, in turn, predicted group identification and creative task performance. The authors conclude that contrary to self-categorization theory, fostering individuation and self-verification in diverse groups may maximize group identification and productivity. Keywords: groups; self-verification; diversity; self-categorization},
	url = {http://psp.sagepub.com.ezp-prod1.hul.harvard.edu/content/29/11/1396},
	author = {Swann Jr., William B. and Kwan, Virginia S. Y. and Polzer, Jeffrey T. and Milton, Laurie P.}
}
@inbook {908851,
	title = {Self-Verification: Bringing Social Reality into Harmony with the Self},
	booktitle = {Psychological Perspectives on the Self},
	year = {1983},
	pages = {367-383},
	publisher = {Lawrence Erlbaum Associates},
	organization = {Lawrence Erlbaum Associates},
	address = {Hillsdale, N.J.},
	author = {Swann Jr., William B.},
	editor = {Suls, Jerry M. and Greenwald, Anthony G.}
}
@article {910551,
	title = {Mentoring minority graduate students: issues and strategies for institutions, faculty, and students},
	journal = {Equal Opportunities International},
	volume = {26},
	number = {3},
	year = {2007},
	pages = {178-192},
	url = {http://www.emeraldinsight.com.ezp-prod1.hul.harvard.edu/doi/full/10.1108/02610150710735471},
	author = {Thomas, Kecia M. and Willis, Leigh A. and Davis, Jimmy}
}
@article {910566,
	title = {Exploring the Color of Glass: Letters of Recommendation for Female and Male Medical Faculty},
	journal = {Discourse \& Society},
	volume = {14},
	number = {2},
	year = {2003},
	month = {Mar 2003},
	pages = {191-220},
	url = {http://www.jstor.org.ezp-prod1.hul.harvard.edu/stable/42888558},
	author = {Trix, Frances and Psenka, Carolyn}
}
@inbook {908961,
	title = {Social Categorization and Self-Concept: A Social Cognitive Theory of Group Behavior},
	booktitle = {Advances in Group Process: Theory and Research},
	year = {1985},
	pages = {77-121},
	publisher = {JAI Press},
	organization = {JAI Press},
	address = {Greenwich, Connecticut},
	author = {Turner, J.C.},
	editor = {Lawler, E.J.}
}
@governmentreport {908151,
	title = {2014 National Population Projections},
	year = {2014},
	url = {http://www.census.gov/population/projections/data/national/2014.html},
	author = {U.S. Census Bureau,}
}
@inbook {908976,
	title = {The Public{\textquoteright}s Part of Public Discussion; The Role of Identity-Based Perspectives in Making Sense of Politics; The Social Practice of Informal Political Talk; Clarifying Social Identity Through Group Interaction; Talking Politics in a Context of Understandi},
	booktitle = {Talking about Politics: Informal Groups and Social Identity in American Life},
	year = {2004},
	pages = {1-119},
	publisher = {University of Chicago Press},
	organization = {University of Chicago Press},
	address = {Chicago},
	abstract = {Katharine Cramer Walsh shows how political conversation friendship, and identity evolve together, creating stronger communities and social ties. But she also reveals how such informal discussion can have negative effects, reinforcing boundaries and encouraging exclusivity.},
	url = {http://chicago.universitypressscholarship.com.ezp-prod1.hul.harvard.edu/view/10.7208/chicago/9780226872216.001.0001/upso-9780226872186},
	author = {Walsh, Katherine Cramer}
}
@report {754446,
	title = {Report of the College Working Group on Diversity and Inclusion},
	year = {2015},
	abstract = {Mindful of the mission and aspirations described above, the Working Group on Diversity and Inclusion, in consultation with the Office of the Dean of the College,drafted a charge in May of 2014. The Working Group was to {\textquotedblleft}assess Harvard College{\textquoteright}s learning environment in order to ensure that all students benefit equally from its liberal arts educational and service mission.{\textquotedblright} The task included consulting with stakeholders across the University, incorporating research at the intersections of race, ethnicity, socioeconomic status, and other frames of identity and difference, and examining approaches at peer institutions in order to recommend models that might be applied or reimagined on Harvard{\textquoteright}s campus.},
	url = {http://diversity.college.harvard.edu/files/collegediversity/files/diversity_and_inclusion_working_group_final_report_2.pdf},
	author = {Jonathan L. Walton and et al.}
}
@inbook {766116,
	title = {The Myth of Intelligence},
	booktitle = {Education, Justice, and Democracy},
	year = {2013},
	publisher = {The University of Chicago Press},
	organization = {The University of Chicago Press},
	address = {Chicago},
	abstract = {This chapter, which draws on recent work in psychology to demonstrate the socially situated nature of human intelligence, shows that intellectual performance is not simply lodged within individuals{\textquoteright} high test scores, straight As are not owned by a person alone, and poor scores or bad grades are not only the student{\textquoteright}s responsibility. Rather, intellectual performance is an emergent property of persons and social situations{\textemdash}an interaction between the two. These findings suggest that conceptualizing {\textquotedblleft}intelligence{\textquotedblright} as a stable property of individuals and a reliable way of distinguishing between them may be inappropriate.},
	url = {http://chicago.universitypressscholarship.com.ezp-prod1.hul.harvard.edu/view/10.7208/chicago/9780226012933.001.0001/upso-9780226012629-chapter-08},
	author = {Gregory M. Walton},
	editor = {Danielle Allen and Rob Reich}
}
@webarticle {876221,
	title = {Why companies that take pride in diversity programs still wind up hiring white guys},
	journal = {Quartz},
	year = {2016},
	url = {http://qz.com/631767},
	author = {Weingarten, Elizabeth}
}
@report {766271,
	title = {Toward a Model of Inclusive Excellence and Change in Postsecondary Institutions},
	year = {2005},
	institution = {Association for American Colleges \& Universities},
	address = {Washington, D.C.},
	abstract = {Damon Williams, Joseph Berger, and Shederick McClendon offer a framework for comprehensive organizational change to help campuses achieve Inclusive Excellence. The authors review several dimensions of organizational culture that must be engaged to achieve this goal and discuss a method to help campuses monitor changes that might come from introducing new systems and new practices. The resulting framework, perhaps most importantly, helps campus leaders focus simultaneously on the {\textquotedblleft}big picture{\textquotedblright} {\textemdash} an academy that systematically leverages diversity for student learning and institutional excellence {\textemdash} and the myriad individual pieces that contribute to that picture},
	url = {https://www.aacu.org/sites/default/files/files/mei/williams_et_al.pdf},
	author = {Damon A. Williams and Joseph B. Berger and Shederick A. McClendon}
}
@inbook {10.2307/j.ctt5hhphr.13,
	title = {Introduction: Imperatives of Asian American Citizenship; and The Melting Pot of the Pacific},
	booktitle = {The Color of Success: Asian Americans and the Origins of the Model Minority},
	year = {2014},
	pages = {1-10; 210-241},
	publisher = {Princeton University Press},
	organization = {Princeton University Press},
	isbn = {9780691157825},
	url = {http://press.princeton.edu/titles/10134.html},
	author = {Wu, Ellen D.}
}
@article {909156,
	title = {Gender as Seriality: Thinking about Women as a Social Collective},
	journal = {Signs: Journal of Women in Culture \& Society},
	volume = {19},
	number = {3},
	year = {1994},
	month = {Spring 1994},
	pages = {713-738},
	abstract = {Pragmatic political reasons exist for insisting on the possibility of thinking about women as some kind of group. An argument is presented for reconceptualizing social collectivity or the meaning of social groups as what Jean-Paule Sartre describes as a phenomenon of serial collectivity in his "Critique of Dialectical Reason."},
	url = {http://ezp-prod1.hul.harvard.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true\&db=qth\&AN=9407062087\&site=ehost-live\&scope=site},
	author = {Young, Iris Marion}
}
@report {910571,
	title = {Priming the Pipeline: Understanding the Obstacles and Incentives for Considering an Academic Career},
	year = {2007},
	month = {03/07},
	institution = {Stanford University},
	address = {Palo Alto, CA},
	abstract = {The goal of the Pipeline Project, part of the Stanford Campus Diversity Initiative funded by a grant from the James W. Irvine Foundation, is to analyze the factors that affect academic career choices, particularly of underrepresented minorities and women, with the goal of increasing faculty diversity.},
	url = {https://facultydevelopment.stanford.edu/sites/default/files/documents/PLR.pdf},
	author = {Zappert, Laraine T. and Rauner, Mary H. and Jones, Patricia P.}
}
