Inclusive Citation

Inclusive citation practices can empower educators to cultivate equity, enrich academic discourse, and create welcoming learning environments. By prioritizing diverse perspectives and ensuring the representation of underrepresented voices, instructors can address systemic inequities in scholarship and amplify marginalized contributions. Such efforts not only deepen students’ critical engagement with course materials but also foster a sense of belonging, preparing them to thoughtfully navigate an increasingly interconnected world.

Inclusive citation refers to the practice of acknowledging and referencing “the intellectual and creative work of individuals and groups from diverse backgrounds, experiences, and perspectives” (Campbell Library, 2024, p. 1). When underrepresented voices are excluded or not credited, this perpetuates a cycle of citation erasure that can take generations to fix. Research has shown that women and scholars of color are under-cited compared to their White male counterparts (Kwon, 2022; Pells, 2018). Christen Smith, an anthropology and African/African Diaspora studies scholar, has experienced this type of erasure firsthand. After a conference presenter didn’t credit ideas from Smith’s books, she co-founded the Cite Black Women movement to raise awareness of citation choices and their consequences (Kwon, 2022). Lack of citation diversity not only harms individual scholars like Smith but also limits the scope of scholarship available to students and can make them feel like they don’t belong. Smith and Garrett-Scott (2021) describe the cumulative impact of citation injustice, stating that “Black women’s experiences as faculty and students in predominantly white spaces (departments, conferences, classrooms) teach us that we are outsiders within. We reside in the liminal in-between of being there but not seen, present but not counted” (p. 23).

Citation practices can shape academic culture, influencing whose voices are heard and valued. Both instructors and students play a crucial role in addressing citation injustice by intentionally adopting inclusive referencing practices. Practicing inclusive citation is crucial as it ensures that a broad range of voices and perspectives are recognized and valued, promoting equity and enriching academic discourse. However, despite its importance, a recent survey of 3,004 college students reveals significant gaps in the inclusivity of course materials, with disparities across disciplines and demographics. While 42% of students overall reported that their professors use diverse instructional materials, representation lags in the natural sciences (38%) compared to the arts and humanities (51%). Racial disparities are also evident, with only 35% of Asian students, 42% of Black students, and 38% of Hispanic students reporting diverse materials, compared to 45% of White students. These findings highlight the pressing need for intentional efforts to create more equitable academic environments that reflect diverse perspectives (Flaherty, 2023).

There are a variety of ways to introduce diverse perspectives and voices in your courses. Start by auditing your reading lists, adding diversity statements to your syllabi, and amplifying marginalized voices through guest speaking engagements in your classroom or other collaborations (University of Maryland Libraries, 2022; Zurn et al., 2020). By recognizing the knowledge and contributions of underrepresented voices, you can teach your students how to appreciate the complexities of authors’ identities, challenge dominant perspectives, and foster critical thinking and scholarly research skills (Campbell Library, 2024). As you go through the process of decolonizing knowledge, you should also seek student input, including changes to curriculum, resources, and assessments that consider alternative ways of knowing (Darby & Dowling, 2021).

By adopting inclusive citation practices, instructors can create more welcoming academic spaces for underrepresented students:

• Audit course materials: Regularly review course readings and resources to identify gaps in representation (Campbell Library, 2024). Use tools like the Gender Balance Assessment Tool (GBAT) or the Open Syllabus Project to analyze the diversity of authors in your materials. Incorporating this analysis into curriculum updates ensures course content reflects a wider range of perspectives and fosters a more inclusive academic environment.
• Diversify reading lists: Collaborate with fellow instructors to cross-audit syllabi and reading lists, gaining new perspectives and identifying overlooked areas. Additionally, involve your students in this process to gather valuable feedback about how to further diversify references in your courses (Darby & Dowling, 2021). Engaging students in this way not only improves representation but also empowers them to critically examine the inclusivity of the materials they engage with.
• Broaden source representation: Historical biases in science have often excluded the contributions of women and individuals from underrepresented racial, cultural, and socioeconomic backgrounds, reinforcing stereotypes that science is the domain of White men. These omissions distort the narrative of scientific progress and discourage diverse participation (Teich et al., 2021). Instructors can challenge these stereotypes by incorporating alternative sources, such as blogs, TED Talks, and guest lectures, that highlight scholarship from women, Black, Indigenous, LGBTQ+, and other marginalized scientists. By showcasing diverse contributions, educators can inspire students from all backgrounds to see themselves as part of the scientific community while fostering a more equitable understanding of the field.
• Democratize knowledge: Presenting course topics related to societal issues democratizes knowledge and engages students. For example, more medical and health programs are incorporating knowledge from Indigenous healers. By including diverse lived experiences, instructors can ensure that multiple ways of understanding health are acknowledged and respected and that the health professionals they train will be better prepared to address complex planetary health issues (Brand et al., 2023).
  

Incorporating inclusive citation practices is not just a step toward equity—it’s a transformative approach that reshapes the academic landscape. By acknowledging and amplifying underrepresented voices, educators can challenge systemic biases, inspire diverse participation, and foster richer, more inclusive learning environments. These practices equip students to critically engage with complex issues and appreciate the value of diverse perspectives. As educators continue to refine their course materials with intention and collaboration, they contribute to a more equitable and vibrant academic community where all voices are seen, heard, and valued.

Brand, G., Wise, S., Bedi, G., & Kickett, R. (2023). Embedding Indigenous knowledges and voices in planetary health education. The Lancet, 7(1), 97–102.

Campbell Library. (2024, July 1). Inclusive citation: What, why, and how? Rowan University.

Darby, F., & Dowling, L. (2021). Building multistories: Embedding the library services for inclusive teaching and learning in a diverse curriculum. Irish Journal of Academic Practice, 9(2), 1–15.

Flaherty, C. (2023). Diversifying course materials: A how-to guide. Inside Higher Ed.

Kwon, D. (2022). The rise of citational justice: How scholars are making references fairer. Nature, 603, 568–571.

Pells, R. (2018). Understanding the extent of gender gap in citations. Inside Higher Ed.

Smith, C. A., & Garrett-Scott, D. (2021). “We are not named”: Black women and the politics of citation in anthropology. Feminist Anthropology, 2(1), 18–37.

Teich, E. G., Kim, J. Z., Lynn, C. W., Simon, S. C., Klishin, A. A., Szymula, K. P., Srivastava, P., Bassett, L., Zurn, P., Dworkin, J., & Bassett, D. S. (2021). Citation inequity and gendered citation practices in contemporary physics. Nature Physics, 18(10), 1161–1170.

University of Maryland Libraries. (2022, June 18). Diversity, equity, and inclusion in research.

Zurn, P., Bassett, D. S., & Rust, N. C. (2020). The citation diversity statement: A practice of transparency, a way of life. Trends in Cognitive Science, 24(9), 669–672.