From Humble Standpoint to Research and Back: Measuring, Assessing, and Improving How We Teach Diversity

Abstract

Click to increase image sizeClick to decrease image size AcknowledgmentsThe author wishes to thank Judith Lihosit, Teresa Miguel-Stearns, Jessica de Perio Wittman, Alex Zhang, and participants at the January 2023 writing workshop and March 2023 DEI symposium for their suggestions on prior drafts, and to Ajaye Bloomstone and others for recommending resources.Notes1 El Diario La Prensa, Hombre Mata a Machetazos a Empleada de Dollar Tree en Tienda en Ohio el Día de Año Nuevo, El Diario La Prensa (Jan. 3, 2023); Mike Stunson, Newlywed, 22, Killed in Machete Attack while Working at Dollar Tree, Ohio Cops Say, Miami Herald (Jan. 3, 2023); Mike Stunson, Newlywed, 22, Killed in Machete Attack while Working at Dollar Tree, Ohio Cops Say, Kansas City Star (Jan. 3, 2023).2 Joel Abbott, You Probably Haven’t Heard of this Christian Newlywed Who Was Brutally Hacked to Pieces at a Dollar Tree in Ohio by a Man with a Machete, Not the Bee (Jan. 6, 2023) (“Keris . . . grew up in the church, and she and [her husband] were members at Trinity Baptist Church in Marion, Ohio . . . . As of this point, I could find information on Bekele. Other than his surname is Amharic (Ethiopian), I really have no idea if he had prior arrests and convictions, if he is from the area (or even if he is an American citizen), or why he targeted Keris.”); Ashley Bornancin, “Everyone Looked up to Her”: Family and Friends Want to Carry on Mission of Dollar Tree Employee Killed in Attack, WBNS,www.10tv.com/article/news/local/family-and-friends-honor-dollar-tree-employee-killed-in-machete-attack/530-bfc9299c-c6f8-4383-a365-312e2fc3bc0b (“Keris’s aunt, Ashley Greenick, said her niece’s main mission was to spread the love of God. . . . ‘Even in high school, she would carry her Bible with her in the hallways every day.’”); Natalie Comer & Tom Bosco, Dollar Tree Worker Killed in Machete Attack in Northwest Ohio, ABC6, https://abc6onyourside.com/news/local/-dollar-tree-store-employee-worker-weapon-woman-dead-upper-sandusky-police-northwest-ohio-wyandot-county-murdered-with-machete-attack-new-years-day (“Bekele had an address in Upper Sandusky at an apartment complex. Neighbors recognized his face, but knew nothing about him, including his name.”); Bert Hoover, Ohio Newlywed Hacked to Death by Machete-Wielding Man While Working at Dollar Tree Store, Latin Post (Jan. 4, 2023), /www.latinpost.com/articles/158140/20230104/ohio-newlywed-hacked-death-machete-wielding-man-dollar-tree.htm (“ABC 6 reported that Bekele resided at an Upper Sandusky apartment complex, and while his neighbor recognized him, they could not tell his name or where he lived exactly.”); Paul Kersey, Her Name Is Keris Riebel: White Female Newlywed Hacked to Death by Black Male on New Year’s Day At A Dollar Tree, VDare.com, https://vdare.com/posts/her-name-is-keris-riebel-white-female-newlywed-hacked-to-death-by-black-male-on-new-year-s-day-at-a-dollar-tree (“On Twitter, Pedro Gonzalez put it succinctly: ‘On New Year’s Day, Bethel Bekele—apparently an Ethiopian immigrant—entered a Dollar Tree with a machete, approached Keris Riebel while she was working, and hacked her to death. Police don’t have a motive and, for some odd reason, this isn’t a national story.’ Her name is Keris Riebel, a white female newlywed hacked to death by a black male as she simply tried to perform her shift at a Dollar Tree.”).3 Upper Sandusky Police Department, Updated Homicide Press Release, Facebook (Jan. 26, 2023), www.facebook.com/photo?fbid=554678483356242&set=a.305509711606455 (“First, there has been no evidence uncovered to indicate the defendant was acting in cooperation with any other person or organization.”).4 Anonymous Comrades Collective (ANCOCO), About, https://accollective.noblogs.org/ (“Anonymous Comrades Collective is dedicated to exposing Nazis, racists and fascists.”).5 Anonymous Comrades Collective, The “Dissident Homeschooler”’ of Upper Sandusky: Katja and Logan Lawrence, Anonymous Comrades Collective (Jan. 23, 2023), https://accollective.noblogs.org/post/2023/01/23/dissident-homeschool/; David Gilbert, The High School “Asshole” Who Became a Blackface-Wearing Neo-Nazi Homeschool Dad, Vice (Feb. 7, 2023), www.vice.com/en/article/akebxj/upper-sandusky-dissident-homeschool-nazi (“VICE News spoke to more than a dozen residents and former residents of Upper Sandusky . . . .The Lawrences were a couple who ‘knew everyone and everyone knew them,’ one resident told VICE News, adding that there is little chance that the Lawrences were alone in their beliefs.”).6 Id.7 David Gilbert, Nazi Homeschool Co-Founder Katja Lawrence Designed Local Sheriff’s Website, Vice (Feb. 1, 2023), www.vice.com/en/article/akeb8b/katja-lawrence-local-sheriff-dissident-homeschool.8 Michael Sandlin, Ohio Education Officials Respond to Reports of Nazi Homeschool Group, WTOL11 (Jan. 31, 2023), www.wtol.com/article/news/local/state-homeschool-regulations-questioned-after-upper-sandusky-couple-accused-of-teaching-nazi-ideology/512-d85499ba-3aad-4f70-8d3f-05032ad4b699.9 Andrew Lapin, Découverte d’un réseau néo-nazi d’enseignement à domicile basé dans l’Ohio, The Times of Israel (Jan. 31, 2023), https://fr.timesofisrael.com/decouverte-dun-reseau-neo-nazi-denseignement-a-domicile-base-dans-lohio/; Anna Lombardi, A Lezioni di Nazismo Online: Una Coppia dell’Ohio Aveva Creato un Canale Telegram con Lezioni per i Bambini, La Repubblica (Jan. 30, 2023), www.repubblica.it/esteri/2023/01/30/news/scuola_nazismo_telegram_coppia_ohio-385711488/; Editor, Bên Trong Mạng Lưới Neo-Nazi Trường Học Tại Nhà Của Hoa Kỳ Với Hàng Ngàn Thành Viên, DCVOnline.net, https://dcvonline.net/2023/01/30/ben-trong-mang-luoi-neo-nazi-truong-hoc-tai-nha-cua-hoa-ky-voi-hang-ngan-thanh-vien/; Univision, Descubren un :Grupo Nazi de Educación en el Hogar” en EEUU que Enseñaba Lecciones sobre Hitler e Insultaba a Martin Luther King, Univision (Feb. 1, 2023), www.univision.com/noticias/estados-unidos/ohio-grupo-nazi-educacion-hogar.10 David Gilbert, Nazi Homeschool Network under Investigation by Ohio’s Department of Education, Vice (Jan. 30, 2023), www.vice.com/en/article/xgyb4k/ohio-nazi-dissident-homeschool (“One parent . . . thanked the Lawrences for their work and explained . . . . ‘I don’t even want my kids exposed to the gay loving, anti-family, Jew factory that is public school, I can’t stand it.’”).11 David Gilbert, Inside a US Neo-Nazi Homeschool Network with Thousands of Members, Vice (Jan. 29, 2023), www.vice.com/en/article/z34ane/neo-nazi-homeschool-ohio (“‘There is a huge network of people like us,’ Katja wrote on the Telegram channel. ‘If you are asking what you can do: get vetted and join a local pool party. I would say that’s the best decision Mr. Saxon and I made last year. We joined a pool party and our children now play with other white children where they can speak and play freely.’”).12 Gilbert, supra note 10 (“Longoria-Green, who was also homeschooled as a child, said that while such overtly neo-Nazi ideologies were not common in homeschooling curriculum, more watered down white supremacist views were widely embraced. ‘I never heard that [Dr. Martin Luther King, Jr.] was a revered figure who we should respect and look up to, I was actually taught that he was not a good person, and I did not figure out how wrong that was until I became an adult,’ Longoria-Green said.’”).13 David Gilbert, Ohio Department of Education Says It Won’t Do Anything about Neo-Nazi Homeschoolers, Vice (Feb. 9, 2023), www.vice.com/en/article/5d37d3/ohio-doe-nazi-dissident-homeschool (“After investigating the neo-Nazi homeschool network in Upper Sandusky, Ohio, the Ohio Department of Education appears to have concluded that the group is doing nothing wrong.”), www.vice.com/en/article/5d37d3/ohio-doe-nazi-dissident-homeschool.14 WTVG Staff, Lawmakers Call for Reform Following Reports of Ohio Couple’s Nazi-Friendly Home Schooling Curriculum, WTVG (Jan. 30, 2023), www.13abc.com/2023/01/31/lawmakers-call-reform-following-reports-ohio-couples-nazi-friendly-home-schooling-curriculum/. (“Ohio House Minority Leader Allison Russo called Ohio’s current law ‘hugely problematic’ when it allows what she calls bad actors like the Upper Sandusky couple to shape Ohio’s youth . . . . The department said the Ohio Department of Education does not review or approve home school curriculum per Ohio law. Parents who home-school agree to give students 900 hours of instruction per year, notify the superintendent every year, and give an assessment of the student’s work.”); Ohio Admin. Code 3301-34-04, Jan. 23, 2009, describing annual self-reporting required for homeschools).15 Gilbert, supra note 10 (“One parent . . . thanked the Lawrences for their work and explained . . . . ‘I don’t even want my kids exposed to the gay loving, anti-family, Jew factory that is public school, I can’t stand it.’”).16 American Bar Association, ABA Standards and Rule of Procedure for Approval of Law Schools 2022–23 18 (2022), ttps://www.americanbar.org/content/dam/aba/administrative/legal_education_and_admissions_to_the_bar/standards/2022-2023/2022-2023-standards-and-rules-of-procedure.pdf17 Id. at 19 (ABA Standard 303-7).18 Id.19 E.g., Donna Mulvihill Fehrmann, ABA’s New Anti-Bias Curriculum Rule Is Insufficient, Law360 (Mar. 11, 2022), www.law360.com/articles/1471033/aba-s-new-anti-bias-curriculum-rule-is-insufficient; Kenneth L. Marcus, Legal Scholars Castigate the American Bar Association’s Proposed Diversity Standards, The Federalist Society [blog] (2021, July 1), https://fedsoc.org/commentary/fedsoc-blog/legal-scholars-castigate-the-american-bar-association-s-proposed-diversity-standards; Bruce A. Ackerman et al., Response to May 25, 2021, Notice re Proposed Revisions to Standards 205, 206, and 303 of the ABA Standards and Rules of Procedure for Approval of Law Schools, Promulgated by the Council of the Section of Legal Education and Admissions to the Bar (June 23, 2021), www.americanbar.org/content/dam/aba/administrative/legal_education_and_admissions_to_the_bar/council_reports_and_resolutions/comments/2021/june-2021/june-21-comment-yale-law-school.pdf20 Marcus, supra note 19; Ackerman, supra note 19.21 I.e., including one female professor, and no Black or Latino professors.22 Ackerman, supra n. 19 at 4.23 Id.24 See Clanitra Stewart Nejdla & Shamika D. Dalton, Legal Research Instruction and Diversity, Equity, and Inclusion: Insights for Classroom Management in Person and Online, 41 Legal Ref. Servs. Q. 82, 82 (2022) (“Legal educators are responsible for ensuring that law students, as future lawyers, are prepared to practice law in a multicultural society. Law schools frequently require or encourage professors to develop an inclusive curriculum for every course offered to law students.”).25 Sarah E. Ryan, Assessing Diversity in Public Affairs Curricula: A Multi-Methodological Model for Student-led Programmatic Self-study, + 18 J. Pub. Aff. Educ. 757 (2012).26 American Bar Association, supra note 16 at 18.27 See, e.g., Marcus, supra note 19 (“[Brian Leiter, of the University of Chicago] questioned why the ABA, which lacks requisite scholarly competence, is ‘mandating a particular position about which features of identity demand curricular attention,’ i.e., race but not class.”).28 Id., partly because of 1960s consciousness-raising and recognition of how White professionals were failing non-White clients. See Derald Wing Sue, Joseph E. Bernier, Anna Durran, Lawrence Feinberg, Paul Pedersen, Elsie J. Smith, & Ena Vasquez-Nuttall, Position Paper: Cross-Cultural Counseling Competencies, 10 Couns. Psych. 45, 45 (1982) (“Ever since the 1960s, counselling and psychotherapy have been challenged as to the appropriateness of the services they offer to minority clients. A barrage of criticisms have been leveled against traditional counselling practices as being demanding, irrelevant, and oppressive toward the culturally different.”).29 Ryan A. Miller & Paul Holliday-Millard, Debating Diversity and Social Justice Curricular Requirements: How Organizational Culture at a Liberal Arts College Informed the Change Process, 92 J. Higher Ed. 1085, 1085–86 (2021) (describing 1970s and ‘80s history of diversity course adoption); Fitzgerald, A. & Lauter, P. (1995). Multiculturalism and Core Curricula, in Handbook of research on multicultural education, 729, 729-46 (J. Banks & C. Banks eds., year?). 30 Miller & Holliday-Millard, supra note 29 at 1,085; Hart Research Associates, Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches: Key Findings from a Survey among Administrators at AAC&U Member Institutions (2016).31 Peter S. Cahn et al., Introducing the Language of Antiracism during Graduate School Orientation, 15 J. Diversity Higher Ed. Page number? (2022); Nida Denson et al., Preparing Students for a Diverse, Deliberative Democracy: College Diversity Experiences and Informed Citizenship after College, 119 Teachers College Record 1, 11 (2017) (including diversity workshop as one form of studied diversity intervention); Susan Sanner et al., The Impact of Cultural Diversity Forum on Student’s Openness to Diversity, 17 J. Cultural Diversity 56, 60 (2010) (reporting positive improvements on student scores on the Openness to Diversity I Challenge Scale following attendance at a single diversity forum).32 Jennifer M. Gómez, Diversity Wanted! Utilizing Transdisciplinary Scholarship on Structural Inequality to Educate Psychology Graduate Students. 0? Teaching Psych. 1, 2 (2022) (“This seminar was the only psychology graduate course with a specified focus on diversity of any kind. When I voiced concern . . . I was told two things: (1) we are lucky that diversity is offered as central in any course and (2) diversity was covered already throughout the graduate curriculum. I rejected the former assertion. For the latter, I was unable to find any evidence from course curricula, faculty, and students that diversity was omnipresent in the clinical psychology graduate curriculum.”)33 Miller & Holliday-Millard, supra note 29 at 1,096 (reporting a faculty member’s criticism of her university’s early diversity course as mere cultural tourism).34 Gómez, supra note 16 at 2 (on a 1-credit course checking the box for diversity content in a graduate program); Jacqueline M. Williams-Reade et al., Integrating Spirituality into MFT training: A Reflexive Curriculum and Qualitative Evaluation 45 J. Marital Family Therapy 219, 219 (2019) (on courses clicking other diversity boxes but not including spirituality).35 Williams-Reade et al. (“Despite that nearly 80% of Americans identify spirituality as an integral part of their lives . . . spirituality is an important aspect of diversity and the systemic context that is often overlooked [in marriage and family therapy curricula.]”).36 Marcie Fisher-Borne et al., From Mastery to Accountability: Cultural Humility as an Alternative to Cultural Competence, 34 Social Work Education 165, 170 (2015). (“Although ‘culture’ is often defined as pattern of beliefs, customs, and values, a commonly voiced critique of cultural competency is that the term culture is often conflated with or used as a proxy for non-white racial identity. . . . This ‘other’ focus also assumes that the ‘locus of normalcy’ is White, Western culture while the ‘other’ is defined as ‘nonwhite, non-Western, non-heterosexual, non-English-speaking, and non-Christian.’”); cf. Sue et al., supra note 28 (cited more than 1,800 times per GoogleScholar, this work reflected an early interest in diversity education but also featured the minoritizing language and ideas of the era).37 Id. at 166, 16938 Id. at 170 (advising that medical students should be taught that White provider privilege can translate into discrimination and exclusion); Candace J. Chow, et al., A Conceptual Model for Understanding Academic Physicians’ Performances of Identity: Findings from the University of Utah, 93 Academic Med. 1,539 (2018) (“Theoretical models of professional identity formation also posit that the standard professional identity for physicians in the United States is based on the group that has historically populated medicine: White, non-Latino men.”); Lynn V. Monrouxe, Identity, Identification and Medical Education: Why Should We Care?, 44 Med. Educ. 40 (2010) (operationalizing terms such as identity dissonance and noting that medical education has long ignored doctor identity and self-identification).39 Id.40 Miu Chung Yan & Yuk-Lin Renita Wong, Rethinking Self-Awareness in Cultural Competence: Toward a Dialogic Self in Cross-Cultural Social Work, 86 Families in Society 181 (2005) (critiquing cultural neutrality as a possible or valid outcome for diversity education).41 E.g., Ignoring that a Black professional or client might be a tenth-generation U.S. American with deeper family ties to the nation than a White client or professional, or ignoring that a Black professional or client might be an African immigrant with a complicated relationship to the United States.42 Id. at 171.43 Diana Franco, Revisiting Cultural Diversity in Social Work Education through Latino Critical Race Theory Testimonio, 40 Social Work Educ. 522, 528 (2021) (documenting such experiences as a non-White social work student); i.e., a primary reason instructors assign schoolwork is to enable students to make errors, receive correction, and improve their mastery of terms, theories, and skills; Jennifer M. Gómez, Diversity Wanted! Utilizing Transdisciplinary Scholarship on Structural Inequality to Educate Psychology Graduate Students [unpaginated online preprint], Teaching Psych. (2022) (“These are the people who will tell you racism is dead . . . + who will remind you that you are not welcome in their world . . . who will make you actively question why you ever wanted to be in academia . . . . I wrote the above quote when I was a second-year clinical psychology PhD student.”).44 Id.45 Id. at 527.46 Id. at 528.47 Id.48 Id.49 Id. at 523.50 See Franco, supra note 26 at 523 (“Anti-oppressive practice draws from critical theories and other social justice informed approaches to understanding the root causes of social problems and highlights the practice of cultural humility.”)51 I.e., AOP recognizes oppression as a global and constant phenomenon with specific manifestations (e.g., U.S. slave laws). See Viola Nzira & Paul Williams, Anti-Oppressive Practice in Health and Social Care 14–47 (2009) (defining AOP via historical examples, key terminology, etc.); see also Citing Slavery Project (Dec. 10, 2022,12:45 pm), www.citingslavery.org/ (empirical legal research project documenting modern-era U.S. court citations of slave cases).52 Franco, supra note 26 at 524 (“Anti-oppressive social work is the complex practice of opposing oppression through everyday activities.”); Nzira & Williams, supra note 51 at 29 (“Many strategies for anti-oppressive practice have concentrated on the personal level, as indeed does much of this book.”).53 Franco, supra note 26; Gómez, supra note 26; Marissa S. Milstein, Marie L. J. Gilbertson, Lauren A. Bernstein, & Weihow Hsue, Integrating the Multicultural Veterinary Medical Association Actionables into Diversity, Equity, and Inclusion Curricula in United States Veterinary Colleges, 1 J. Am. Veterinary Medical Ass’n 1, 1 (2022) (“Events such as the COVID-19 pandemic, police brutality, and climate change have exposed how structural factors such as politics, economics, and infrastructure impact human health, particularly the health of Black, Indigenous, and People of Color [BIPOC].”)54 Aditya Aladangady & Akila Forde, Wealth Inequality and the Racial Wealth Gap, Board of Governors of the Federal Reserve System (Dec. 11, 2022, 1:23 pm), www.federalreserve.gov/econres/notes/feds-notes/wealth-inequality-and-the-racial-wealth-gap-20211022.html#:∼:text=In%20the%20United%20States%2C%20the,percent%20as%20much%20net%20wealth (“In the United States, the average Black and Hispanic or Latino households earn about half as much as the average White household and own only about 15 to 20 percent as much net wealth.”).55 Id.56 Linda Darling-Hammond, Unequal Opportunity: Race and Education, Brookings (Dec. 11, 2022, 1:26 pm, www.brookings.edu/articles/unequal-opportunity-race-and-education/ (“Even within urban school districts, schools with high concentrations of low-income and minority students receive fewer instructional resources than others.”)57 See Nzira & Williams, supra note 51 at 14–47.I.e., as opposed to a deficits view, which often rests on logical fallacies and can prevent inclusion of minoritized voices and learners. Natalie Keefer, The Persistence of Deficit Thinking among Social Studies Educators, 8 J. Social Studies Educ. Res. 50, 52 (2017) (“For decades, deficit perspectives have persisted in shaping Federal educational policy and national opinion. By definition, deficit perspectives explain academic failure in terms of cultural, linguistic, moral, intellectual, and social pathologies that exist in minority and lower income communities.”); Joel Alejandro Mejia, et al., Critical Theoretical Frameworks in Engineering Education: An Anti-deficit and Liberative Approach, 8 Educ. Sci. 158, 158 (2018) (“Deficit perspectives prevent many underrepresented students and educators from participating in important learning and teaching activities, which further disadvantage students in fields such as engineering. For example, deficit perspectives discourage bilingual children living in high poverty communities from participating in active learning opportunities.”)59 Jennifaye V. Brown et al., Exploring the Inclusion of Cultural Competence, Cultural Humility, and Diversity Concepts as Learning Objectives or Outcomes in Healthcare Curricula, 14 J. Best Practices Health Professions Diversity 63, 64 (2021) (“[Cultural humility] . . . is a process that requires humility as individuals continually engage in self-reflection and self-critique as lifelong learners and reflective practitioners.”).60 Sanner, et al. supra note 31 at 60 (reporting positive improvements on student scores on the Openness to Diversity I Challenge Scale following attendance at a single diversity forum); cf. Chad Loes, Ernest Pascarella, & Paul Umbach, Effects of Diversity Experiences on Critical Thinking Skills: Who Benefits?, 83 J. Higher Educ. 1, 7, 11 (2012) + (examined if diversity experiences influenced scores on a critical thinking test/scale). Note, in critiquing these approaches I include myself as an early research/practitioner with similar limitations. From that standpoint, the aforementioned studies are earnest attempts to improve diversity and inclusion in higher education. Many of these researchers have continued to evolve their thinking, research, and practice as a new generation has developed better methods for DEI instruction.61 Franco, supra note 42 at 528; Melanie Tervalon & Jann Murray-Garcia, Cultural Humility versus Cultural Competence: A Critical Distinction in Defining Physician Training Outcomes in Multicultural Education, 9 J. Health Care Poor Underserved 117 (1998). 62 Tervalon & Murray-Garcia, supra note 61 at 117.63 I.e., according to Web of Knowledge. Overall, the article has been cited more than 1,200 times per Web of Knowledge and 3,000 times per GoogleScholar.64 Franco, supra note 42 at 528.65 Robin DiAngelo, White Fragility: Why It's So Hard for White People to Talk About Racism (2018).66 Brown et al., supra note 57 at 65; Franco, supra note 42 at 528; Tervalon & Murray-Garcia, supra note 61 at 117 (all emphasizing lifelong commitments to self-reflection and reformation).67 Bureau of the Census, 1980 Census of the Population: Characteristics of the Population: Ohio, Table 196, Dep’t Commerce (1983).68 Ryan, supra note 25.69 CNN, Report: Anti-Semitism on the Rise Globally (2008, Mar. 14) (Dec. 11, 2022, 2:09 pm), http://edition.cnn.com/2008/US/03/14/anti-semitism/index.html.70 Richard N. Pitt & Josh Packard, Activating Diversity: The Impact of Student Race on Contributions to Course Discussions, 53 Sociological Q. 295 (2012).71 Id.72 Id. at 302.73 Id. at 312.74 Id.75 Id.76 Id.77 Id.78 Glenmary Research Center, Religious Congregations and Membership Survey: 1980 (showing 15,512 self-reported religious adherents in Wyandot county, or 68.48% of the population in 1980); Glenmary Research Center, Religious Congregations and Membership Survey: 2010 (showing 12,340 self-reported religious adherents in Wyandot county, or 54.57% of the population in 2010).79 E.g., Associated Press, Kentucky Church Votes to Ban Interracial Couples, Guardian (Nov. 30, 2011), www.theguardian.com/world/2011/dec/01/kentucky-church-bans-interracial-couples (“A tiny church in rural Kentucky has voted to ban interracial couples from joining its congregation, pitting members against each other in an argument over race.”)80 Glenmary Research Center, Religious Congregations and Membership Survey: 1980 (Showing eight Evangelical churches with 1,110 adherents in Wyandot county in 1980); Glenmary Research Center, Religious Congregations and Membership Survey: 2010 (Showing 14 Evangelical churches with 1,409 adherents in Wyandot county in 2010).81 See C. Eric Lincoln & Lawrence H. Mamiya, The Black Church in the African American Experience (1990) (cited more than 4,000 times per GoogleScholar).82 Ryan, supra note 25 at 760.83 Laurie J. Bonnici, Stephanie L. Maatta, Muriel K. Wells, Jackie Brodsky & Charles W. Meadows, III, Physiological Access as a Social Justice Type in LIS Curricula, 53 J. Educ. Library Info. Sci. 115 (2012) (a multi-methodological study that centered around counts of physical impairment and disability topics in course titles and descriptions); Miller & Paul Holliday-Millard, supra note 29; Maria Taylor, Jacob Hung, Thi Elena Che, Daniel Akinbosede, Katy J. Petherick, & Md Zahidul I. Pranjol, Laying the Groundwork to Investigate Diversity of Life Sciences Reading Lists in Higher Education and its Link to Awarding Gaps, 11 Educ. Sci. 359, 359 (2021) (counting the likely races and geographical locations of science reading-list authors).84 Ryan, supra note 25 at 771 (“Appendix A: Diversity Coding Instrument: Quantitative Content Analysis.”). In addition to these categories, our other categories were: (1) U.S. places outside of New York City; (2) international places [outside the U.S.]; (3) political ideologies; (4) debates within public affairs; (5) historical perspectives, and (6) ethical perspectives.85 Id. at 763.86 Id. at 762.87 Id. at 763.88 Id. at 773 (“Appendix B: [Large Urban] Curriculum Diversity Student Survey.”).89 Franco, supra note 41 at 528.90 American Bar Association, supra note 16.91 Id.