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Adelphi Libraries' Diversity, Equity, and Inclusion Resources

Purpose

Adelphi University Libraries, with the support of the Library Diversity Council, are taking action to promote the scholarship of Adelphi's Faculty of Color (FOC) and works by other faculty on social justice, diversity, equity, and inclusion (SJDEI).

The project occurs in phases, with the first phase spotlighting FOC scholarship.  The next phase, initiated later, includes works by all other faculty related to topics that include diversity, equity, inclusion, and social justice.

To begin curating the resources, we ask that Diversity Council Chairs share this information with FOC to self-nominate their scholarship by completing the form found here. The form grants the Libraries permission to include the works within the libguide only. Faculty will be notified if there are plans to promote their work on a different platform (i.e., Adelphi's website) to be actively involved.

FOC Scholarship

Adeniji-Neill, D., and Mungai, A. (Eds). (2016). Written in her own voice: Auto- ethno-edu biographies of Women in

Education. USA, UK, Brussels: Peter Lang Publishing, Inc.

Antony, P. J., & Vaughn-Shavuo, F. (2020). Tracking attitudinal changes among teacher candidates in support of

ensuring  inclusive and equitable quality educationCurrent Studies in Comparative Education, Science and

Technology, (7)1-2, 10-26.

Caracciolo, D.M. and Mungai A. M. (2009). In the Spirit of Ubuntu: Stories of Teaching and Learning (Sense

Publishers, Rotterdam, Netherlands).

Cox, S. R., & Daniel, C. L. (2021). Racial and ethnic disparities in laryngeal cancer care. Journal of Racial and

Ethnic Health Disparities. https://doi.org/10.1007/s40615-021-01018-3

Daniel, C. (2007). Outsiders-within : Critical race theory, graduate education and barriers to professionalization. 

Journal of Sociology and Social Welfare, 34(1), 25–42.

Daniel, C. (2011). Lessons learned: Pedagogical tensions and struggles with instruction on multiculturalism in social

work education programs. Social Work Education, 30(3), 250–265. https://doi.org/10.1080/02615471003789829

Daniel, C. (2018). This marker I call my body: Coloniality and racism in the academy. International Journal of African

Renaissance Studies - Multi-, Inter- and Transdisciplinarity, 13(2), 144–164.

https://doi.org/10.1080/18186874.2018.1549504

Johnson, Z., Ashoori, M. T., & Lee, Y. J. (2018). Self-reporting CSR activities: When your company harms, do you self-

disclose? Corporate Reputation Review, 21(4), 153–164. https://doi.org/10.1057/s41299-018-0051-x

Johnson, Z. S., Mao, H., Lefebvre, S., & Ganesh, J. (2019). Good guys can finish first: How brand reputation affects

extension evaluations. Journal of Consumer Psychology, 29(4), 565–583. https://doi.org/10.1002/jcpy.1109

Mungai, A., and Kogan E. (2005) .The Pathways to Inclusion: Voices from the Field. University Press of America.

Mungai, A. M. Academic Achievement of Females in Rural Schools in Kenya.  Africa Education Review, 9 (1) 2012.

Mungai, A. M., and Thornburg, D. G.,  EdS. (2016). High Need Schools: Changing the DialogueRotterdam,

Netherlands: Sense Publishers.

Mungai, A. M., and Thornburg, D. G. (2017). International Perspectives On Trauma And Resilience Among Immigrant Students pp. 320-332. 

Simón Alegre, A. I. (2021). Prensa, publicidad y masculinidades a través del periódico madrileño El Álbum Ibero-

Americano (1890-1909). Historia Y MEMORIA, 22, 29–75. https://doi.org/10.19053/20275137.n22.2021.12102

Simón-Alegre, A. (n.d.). Face to face with Carmen de Burgos: The influence of Nineteenth-century writers on her career

and her work. In M. Sharp & A. Louis (Eds.), Multiple Modernities. Carmen de Burgos. (pp. 60–76). Routledge.

https://doi.org/10.4324/9781315172248

Thornburg, D. G., and Mungai, A. M. (2018). Stories of dreams: Documented and undocumented Immigrants’ Trauma

and Resilience in U.S. Schools. International Journal of Management and Applied Science. (IJMAS) Volume 4, Issue-2.

Yeng, S. (2018). Refuge and refugees in Myanmar: A Theravada Buddhist response. Soundings: An Interdisciplinary

Journal, 101(4), 291. https://doi.org/10.5325/soundings.101.4.0291

Yeng, S. (2020). Buddhist Feminism: Transforming anger against patriarchy. Palgrave Macmillan.

https://doi.org/10.1007/978-3-030-51162-3

Yusuf, K. K., Dongarwar, D., Ibrahimi, S., Ikedionwu, C., Maiyegun, S. O., & Salihu, H. M. (2020). Expected surge in

maternal mortality and severe morbidity among african-americans in the era of COVID-19 pandemic.

International Journal of Maternal and Child Health and AIDS (IJMA), 9(3), 386–389.

https://doi.org/10.21106/ijma.405

Yusuf, K. K., Salihu, H. M., Wilson, R., Mbah, A., Sappenfield, W., Bruder, K., Wudil, U. J., & Aliyu, M. H. (2019).

Folic acid intake, fetal brain growth, and maternal smoking in pregnancy: a randomized controlled trial. Current

Developments in Nutrition, 3(6),nzz025. https://doi.org/10.1093/cdn/nzz025

Yusuf, K. K., Salihu, H. M., Wilson, R., Mbah, A., Sappenfield, W., King, L. M., & Bruder, K. (2019). Comparing folic

acid dosage strengths to prevent reduction in fetal size among pregnant women who smoked cigarettes: A

randomized clinical trial. JAMA Pediatrics, 173(5), 493. https://doi.org/10.1001/jamapediatrics.2019.0112