1In many academic fields Western/white/male/cishetero2/abled perspectives are often centered, while other perspectives are presented as “other.” Implicitly, this sends messages to students that success looks like one type of person, knowledge is generated in one kind of way, and their background is not worth being centered. While open educational resources (OER) are often marketed as a tool for social justice, due to their ability to neutralize class-based differences (e.g., Okamoto 2013), there is no evidence that OER are any better than commercial texts at addressing issues of diversity, equity, and inclusion (see Mishra 2017 for a discussion of context). However, OER do present a good opportunity for diversification, due to the relatively simple nature of updating the content. This project takes a crowdsourcing approach to diversify OpenStax Psychology (OpenStax College 2014), an OER for Introductory Psychology courses. Contributors were asked to read areas of the textbook they were comfortable with and make suggestions to diversify the content. The author then used some of the suggestions to create modified chapters and conducted a study investigating the impact of the revisions. Participants read either the original chapter or the diversified chapter and completed a questionnaire assessing their sense of belongingness in the classroom/on campus. Overall, first-generation students had a reduced sense of belonging related to their financial circumstances. However, this effect was ameliorated for first-generation students who read the diversified chapter, compared to those who read the original chapter.

中文翻译：

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谁能担任学术部长？论价值，知识管理和利用人民的力量使OER多样化

1在许多学术领域中，西方/白人/男性/鱼翅/ 2 / able观点经常居中，而其他观点则称为“其他”。隐含地，这向学生发送了这样的信息：成功看起来像一种人，知识是以一种方式产生的，并且他们的背景不值得集中。尽管开放式教育资源（OER）由于具有消除基于阶级的差异的能力而通常被推销为社会正义的工具（例如，冈本（Okamoto）2013），但没有证据表明开放式教育资源在解决以下方面的问题比商业文本更好多样性，公平和包容性（有关背景的讨论，请参见Mishra 2017）。但是，由于内容更新的相对简单性，OER确实为多元化提供了很好的机会。该项目采用众包方法使OpenStax心理学多元化（OpenStax学院，2014年），这是OER入门心理学课程。要求贡献者阅读他们喜欢的教科书区域，并提出建议以使内容多样化。然后，作者使用了一些建议来创建了经过修改的章节，并进行了调查研究修订的影响。参与者阅读原始章节或多样化的章节，并填写了一份问卷，评估了他们在教室/校园中的归属感。总体而言，第一代学生与其财务状况有关的归属感有所降低。但是，与阅读原始章节的学生相比，阅读多样化章节的第一代学生的这种效果得到了改善。