Image description: a mosaic of Philosopher Mary Wollstonecraft, from the waist up, and the text: "1759 Mary 1797 WOLLSTONECRAFT".
FAQ
* Why isn't [name of article or philosopher] on the list?
• This list is very much a work in progress. We began with readings that we thought would be directly relevant to the classes we teach at Georgetown, which are typically introductory-to-intermediate level undergraduate courses. We fully recognize that this is a very limited selection. Let us know what you think should be on the list and we'll put it in the running for next summer's reading group! You can contact us with suggestions for readings at [email protected].
* Will diversifying my syllabus solve the problem of lack of diversity in the profession?
• Certainly not. Diversifying syllabi is only one small step in the right direction, but as something that we as teachers and grad students have the power and resources to do right now, it's a worthwhile start. Many of our reading group members are also involved in other projects like Minorities in Philosophy (http://www.mapforthegap.com/) and the Graduate Student Coalition for Gender Diversity in Philosophy (https://philosophy.georgetown.edu/graduate/department-life/groups). See below for what others in the profession are doing.
* What is the evidence for a need to incorporate diverse philosophers on a syllabus?
• Research on racial and gender gaps in various academic disciplines, not just philosophy, points to a correlation between students seeings someone established in the discipline who looks like them and choosing to enter that discipline. In addition, researchers have also noted that underrepresented groups may be stereotyped as not having "raw ability" to excel in fields like philosophy and economics. Featuring diverse philosophers from these underrepresented groups on a syllabus is one way to combat that stereotype in your classroom. For more information and to see some of this evidence yourself, check out the following links:
• http://futures.commons.gc.cuny.edu/2015/01/26/gender-bias-in-academe-an-annotated-bibliography-of-important-recent-studie/
• http://www.sciencemag.org/content/347/6219/262.short
* How are the readings chosen?
• The readings are chosen by philosophy graduate students at Georgetown University, who seek to identify work by diverse philosophers to use in the courses they teach. A reading group meets in the summer to discuss the articles and write summaries in order to enable others to easily incorporate these articles into their syllabi. Suggestions of more authors or articles to include are always welcome.
* Who is behind this project?
• This project is an effort resulting from a summer reading group comprised of graduate students at Georgetown University. It was begun by members of the Graduate Student Coalition for Gender Diversity in Philosophy (formerly known as the Climate Coalition), but is open to all graduate students in the department. The aim is to offer suggestions of readings by diverse philosophers to anyone who might find them helpful in teaching.
* How do I sensitively convey or emphasize that my syllabus/a text is diverse?
• This can be done in several ways, so think creatively. One strategy is to include pictures of the philosophers you are reading on Powerpoint slides, on handouts, or on the syllabus itself. Some diverse groups, of course, cannot be visually identified. You could give short bios of each philosopher you teach--diverse and otherwise--and include diversity-highlighting details already publicly disclosed by the author, such as spouse, associations, or advocacy work.
* Will students be confused if my syllabus is diverse but the department is not?
• Students might notice the contrast between the diversity reflected in the syllabus and in the department. One reason it is so important to make our syllabi more diverse is to give students an opportunity to encounter philosophy from more diverse philosophers than they do around the department. Again, this project is something that we as teachers and grad students have the power and resources to do now to address the lack of diversity, and it cannot address all manifestations of homogeneity in the profession.
* What else are folks doing to promote diversity in philosophy?
Many things! Here is a non-exhaustive list of examples:
• https://whatweredoingaboutwhatitslike.wordpress.com/
• https://feministphilosophers.wordpress.com/gendered-conference-campaign/
• https://beingaphilosopherofcolor.wordpress.com/
• https://unmute.squarespace.com/#intro
• http://phildiversity.weebly.com/
• http://www.mapforthegap.com
• http://projectvox.library.duke.edu/pg/
• http://diversityreadinglist.org/
• This list is very much a work in progress. We began with readings that we thought would be directly relevant to the classes we teach at Georgetown, which are typically introductory-to-intermediate level undergraduate courses. We fully recognize that this is a very limited selection. Let us know what you think should be on the list and we'll put it in the running for next summer's reading group! You can contact us with suggestions for readings at [email protected].
* Will diversifying my syllabus solve the problem of lack of diversity in the profession?
• Certainly not. Diversifying syllabi is only one small step in the right direction, but as something that we as teachers and grad students have the power and resources to do right now, it's a worthwhile start. Many of our reading group members are also involved in other projects like Minorities in Philosophy (http://www.mapforthegap.com/) and the Graduate Student Coalition for Gender Diversity in Philosophy (https://philosophy.georgetown.edu/graduate/department-life/groups). See below for what others in the profession are doing.
* What is the evidence for a need to incorporate diverse philosophers on a syllabus?
• Research on racial and gender gaps in various academic disciplines, not just philosophy, points to a correlation between students seeings someone established in the discipline who looks like them and choosing to enter that discipline. In addition, researchers have also noted that underrepresented groups may be stereotyped as not having "raw ability" to excel in fields like philosophy and economics. Featuring diverse philosophers from these underrepresented groups on a syllabus is one way to combat that stereotype in your classroom. For more information and to see some of this evidence yourself, check out the following links:
• http://futures.commons.gc.cuny.edu/2015/01/26/gender-bias-in-academe-an-annotated-bibliography-of-important-recent-studie/
• http://www.sciencemag.org/content/347/6219/262.short
* How are the readings chosen?
• The readings are chosen by philosophy graduate students at Georgetown University, who seek to identify work by diverse philosophers to use in the courses they teach. A reading group meets in the summer to discuss the articles and write summaries in order to enable others to easily incorporate these articles into their syllabi. Suggestions of more authors or articles to include are always welcome.
* Who is behind this project?
• This project is an effort resulting from a summer reading group comprised of graduate students at Georgetown University. It was begun by members of the Graduate Student Coalition for Gender Diversity in Philosophy (formerly known as the Climate Coalition), but is open to all graduate students in the department. The aim is to offer suggestions of readings by diverse philosophers to anyone who might find them helpful in teaching.
* How do I sensitively convey or emphasize that my syllabus/a text is diverse?
• This can be done in several ways, so think creatively. One strategy is to include pictures of the philosophers you are reading on Powerpoint slides, on handouts, or on the syllabus itself. Some diverse groups, of course, cannot be visually identified. You could give short bios of each philosopher you teach--diverse and otherwise--and include diversity-highlighting details already publicly disclosed by the author, such as spouse, associations, or advocacy work.
* Will students be confused if my syllabus is diverse but the department is not?
• Students might notice the contrast between the diversity reflected in the syllabus and in the department. One reason it is so important to make our syllabi more diverse is to give students an opportunity to encounter philosophy from more diverse philosophers than they do around the department. Again, this project is something that we as teachers and grad students have the power and resources to do now to address the lack of diversity, and it cannot address all manifestations of homogeneity in the profession.
* What else are folks doing to promote diversity in philosophy?
Many things! Here is a non-exhaustive list of examples:
• https://whatweredoingaboutwhatitslike.wordpress.com/
• https://feministphilosophers.wordpress.com/gendered-conference-campaign/
• https://beingaphilosopherofcolor.wordpress.com/
• https://unmute.squarespace.com/#intro
• http://phildiversity.weebly.com/
• http://www.mapforthegap.com
• http://projectvox.library.duke.edu/pg/
• http://diversityreadinglist.org/