We investigate diversity in urban planning education by analyzing the gender and race/ethnicity of authors who are assigned on reading lists for urban sustainability courses. Using a sample of 772 readings from thirty-two syllabi, we find that assigned authors are even less diverse than planning faculty. Female authors account for 28 percent of assigned readings on the syllabi, and authors of color for 20 percent. Wide variation between courses suggests that a paucity of potential readings is not the main constraint. We urge instructors to revisit or “decolonize” their course syllabi and think critically about whose voices students are taught to hear.

我们通过分析在城市可持续发展课程阅读列表中分配的作者的性别和种族/民族来调查城市规划教育中的多样性。使用来自32个教学大纲的772个读数样本，我们发现指定作者的多样性甚至不及计划教师。女性作者占教学大纲中指定阅读的28％，有色作者占20％。课程之间的广泛差异表明，潜在的阅读不足并不是主要的限制因素。我们敦促讲师重新审视或“取消殖民”他们的课程大纲，并认真考虑教给学生的声音。