Hoecherl-Alden, G., & Griffin, S. (2014). Media Literacy at All Levels: Making the Humanities More Inclusive. NECTFL Review, 74, 15-33. (PDF)
The primary focus of this essay is to examine the ways in which language (and literature) courses can better integrate digital humanities to be more conducive to study by digital natives. While this article does not focus on a specific type of diversity, it works towards a teaching style and classroom environment that is better suited overall to be sensitive towards the students' own level of literacy towards the world.
Ilett, D. (2009). Racial and Ethnic Diversity in Secondary and Postsecondary German Textbooks. Unterrichtspraxis/Teaching German, 42(1), 50-59. (PDF)
This source is a specific inquiry into how textbooks display diversity through their use of graphics, and how these images display numerous ways in which textbooks can demonstrate (possibly problematic) difference. Ilett concludes with a series of questions that can aid the professor in selecting a racially and ethnically inclusive textbook for their course.
Schwieger, F., Gros, E., & Barberan, L. (2010). Lessons from the Culturally Diverse Classroom: Intellectual Challenges and Opportunities of Teaching in the American University. College Teaching, 58(4), 148-155. (PDF)
In this essay, Schwieger et al. argue against the idea that diversity is a nuisance, something that must be forced into each classroom; instead, they see diversity as the necessary mechanism for high quality education. Each of the authors offer stories of their experiences in a global classroom, and many types of professor might find helpful information throughout this essay.