Moore, H. A., Acosta, K., Perry, G. and Edwards, C. (2010), SPLITTING THE ACADEMY: The Emotions of Intersectionality at Work. The Sociological Quarterly, 51 (PDF)
Investigates who teaches diversity courses at a research university. This article may be of interest to new faculty who are transitioning from working and studying at RI institutions to working at Reed. In addition, this article presents the different dimensions involved in teaching diversity-focused courses, which are often very demanding in terms of time and emotional investment.
Packard, Josh. "The Impact of Racial Diversity in the Classroom Activating the Sociological Imagination." Teaching Sociology 41, no. 2 (2013): 144–58. http://www.asanet.org/journals/TS/Apr13TSFeature.pdf
The author "examined student journals in order to understand how race influenced the ways students engaged with course material." His findings suggested that Black students were more likely than white students "to find connections between course material and daily life, a central task of the sociological imagination." Packard breaks his findings down into categories showing the types of content that students engaged with and in what ways. This research could be used to inform the type of content professors choose to spur specific discussions.