Texas A&M University

Graduate Teaching Assistant

Crystal worked at Texas A&M University as a Graduate Teaching Assistant

Opportunity Resource Services, Inc.

Science Instructor

Crystal worked at Opportunity Resource Services, Inc. as a Science Instructor

Mercatus Center at George Mason University

Adam Smith Research Fellow

Crystal worked at Mercatus Center at George Mason University as a Adam Smith Research Fellow

Mercatus Center at George Mason University

Adam Smith Fellow

Crystal worked at Mercatus Center at George Mason University as a Adam Smith Fellow

Mercatus Center at George Mason University

Adam Smith Fellow

Crystal worked at Mercatus Center at George Mason University as a Adam Smith Fellow

Stephen F. Austin State University

Archaeology Crew Chief

Crystal worked at Stephen F. Austin State University as a Archaeology Crew Chief

Texas Christian University

Instructor

Crystal worked at Texas Christian University as a Instructor

Teaching Anthropological Concepts of Race in Higher Education: Insights and Challenges at a Predominately White Institution

Teaching Anthropology

Racialism is the belief that humans can be divided into distinct races that are biological fact and can determine many traits of individuals. This concept, while persistent, has been refuted by biological and social science, which indicates that the cultural conception of race is neither a biological reality nor determinant. The discipline of anthropology is well positioned to explain nuances in biological and cultural diversity, but employing the most effective strategies to teach these important, and sometimes controversial, concepts is crucial. Patterns and Efficacy in Teaching Concepts of Race in Anthropology (PETCRA) surveyed nearly 300 undergraduate students in introductory anthropology courses at a predominantly white institution in the United States. Students were given two surveys, before and after instruction, to determine their perception of race. The pre- and post-instructional surveys asked students simple conceptual questions about race, about their own experience of race, and demographic information; the post-survey included questions about the instruction in this subject area. While many students started with racialist perspectives, statistically significant numbers of students adopted a more anthropological view after instruction. Including videos with lecture resulted in statistically significant improvement in students’ answers. Student racial identity development is discussed as an important component for understanding this complex topic, especially within predominately white institutions. This research underscores the importance of evidence-based pedagogical choices in diversity instruction.

Teaching Anthropological Concepts of Race in Higher Education: Insights and Challenges at a Predominately White Institution

Teaching Anthropology

Racialism is the belief that humans can be divided into distinct races that are biological fact and can determine many traits of individuals. This concept, while persistent, has been refuted by biological and social science, which indicates that the cultural conception of race is neither a biological reality nor determinant. The discipline of anthropology is well positioned to explain nuances in biological and cultural diversity, but employing the most effective strategies to teach these important, and sometimes controversial, concepts is crucial. Patterns and Efficacy in Teaching Concepts of Race in Anthropology (PETCRA) surveyed nearly 300 undergraduate students in introductory anthropology courses at a predominantly white institution in the United States. Students were given two surveys, before and after instruction, to determine their perception of race. The pre- and post-instructional surveys asked students simple conceptual questions about race, about their own experience of race, and demographic information; the post-survey included questions about the instruction in this subject area. While many students started with racialist perspectives, statistically significant numbers of students adopted a more anthropological view after instruction. Including videos with lecture resulted in statistically significant improvement in students’ answers. Student racial identity development is discussed as an important component for understanding this complex topic, especially within predominately white institutions. This research underscores the importance of evidence-based pedagogical choices in diversity instruction.

Improving Teaching in the Archaeology Classroom: Cognitive Development Theory Applications and Active Learning Pedagogies

SAA Archaeological Record

Teaching Anthropological Concepts of Race in Higher Education: Insights and Challenges at a Predominately White Institution

Teaching Anthropology

Racialism is the belief that humans can be divided into distinct races that are biological fact and can determine many traits of individuals. This concept, while persistent, has been refuted by biological and social science, which indicates that the cultural conception of race is neither a biological reality nor determinant. The discipline of anthropology is well positioned to explain nuances in biological and cultural diversity, but employing the most effective strategies to teach these important, and sometimes controversial, concepts is crucial. Patterns and Efficacy in Teaching Concepts of Race in Anthropology (PETCRA) surveyed nearly 300 undergraduate students in introductory anthropology courses at a predominantly white institution in the United States. Students were given two surveys, before and after instruction, to determine their perception of race. The pre- and post-instructional surveys asked students simple conceptual questions about race, about their own experience of race, and demographic information; the post-survey included questions about the instruction in this subject area. While many students started with racialist perspectives, statistically significant numbers of students adopted a more anthropological view after instruction. Including videos with lecture resulted in statistically significant improvement in students’ answers. Student racial identity development is discussed as an important component for understanding this complex topic, especially within predominately white institutions. This research underscores the importance of evidence-based pedagogical choices in diversity instruction.

Improving Teaching in the Archaeology Classroom: Cognitive Development Theory Applications and Active Learning Pedagogies

SAA Archaeological Record

Fermentation Effects on Pollen: Archaeological Implications

Ethnobiology Letters

Teaching Anthropological Concepts of Race in Higher Education: Insights and Challenges at a Predominately White Institution

Teaching Anthropology

Racialism is the belief that humans can be divided into distinct races that are biological fact and can determine many traits of individuals. This concept, while persistent, has been refuted by biological and social science, which indicates that the cultural conception of race is neither a biological reality nor determinant. The discipline of anthropology is well positioned to explain nuances in biological and cultural diversity, but employing the most effective strategies to teach these important, and sometimes controversial, concepts is crucial. Patterns and Efficacy in Teaching Concepts of Race in Anthropology (PETCRA) surveyed nearly 300 undergraduate students in introductory anthropology courses at a predominantly white institution in the United States. Students were given two surveys, before and after instruction, to determine their perception of race. The pre- and post-instructional surveys asked students simple conceptual questions about race, about their own experience of race, and demographic information; the post-survey included questions about the instruction in this subject area. While many students started with racialist perspectives, statistically significant numbers of students adopted a more anthropological view after instruction. Including videos with lecture resulted in statistically significant improvement in students’ answers. Student racial identity development is discussed as an important component for understanding this complex topic, especially within predominately white institutions. This research underscores the importance of evidence-based pedagogical choices in diversity instruction.

Improving Teaching in the Archaeology Classroom: Cognitive Development Theory Applications and Active Learning Pedagogies

SAA Archaeological Record

Fermentation Effects on Pollen: Archaeological Implications

Ethnobiology Letters

Finding Children Without Toys: The Archaeology of Children at Shabbona Grove, Illinois

Childhood in the Past: an International Journal

Teaching Anthropological Concepts of Race in Higher Education: Insights and Challenges at a Predominately White Institution

Teaching Anthropology

Racialism is the belief that humans can be divided into distinct races that are biological fact and can determine many traits of individuals. This concept, while persistent, has been refuted by biological and social science, which indicates that the cultural conception of race is neither a biological reality nor determinant. The discipline of anthropology is well positioned to explain nuances in biological and cultural diversity, but employing the most effective strategies to teach these important, and sometimes controversial, concepts is crucial. Patterns and Efficacy in Teaching Concepts of Race in Anthropology (PETCRA) surveyed nearly 300 undergraduate students in introductory anthropology courses at a predominantly white institution in the United States. Students were given two surveys, before and after instruction, to determine their perception of race. The pre- and post-instructional surveys asked students simple conceptual questions about race, about their own experience of race, and demographic information; the post-survey included questions about the instruction in this subject area. While many students started with racialist perspectives, statistically significant numbers of students adopted a more anthropological view after instruction. Including videos with lecture resulted in statistically significant improvement in students’ answers. Student racial identity development is discussed as an important component for understanding this complex topic, especially within predominately white institutions. This research underscores the importance of evidence-based pedagogical choices in diversity instruction.

Improving Teaching in the Archaeology Classroom: Cognitive Development Theory Applications and Active Learning Pedagogies

SAA Archaeological Record

Fermentation Effects on Pollen: Archaeological Implications

Ethnobiology Letters

Finding Children Without Toys: The Archaeology of Children at Shabbona Grove, Illinois

Childhood in the Past: an International Journal

The Origins of Entrepreneurship and the Market Process: An Archaeological Assessment of Competitive Feasting, Trade, and Social Cooperation

In Interdisciplinary Studies of the Market Order: New Applications of Market Process Theory, P. Boettke, V. Storr, and C. Coyne, eds. Pp 113-137. London: Rowman and Littlefield International Ltd.

Teaching Anthropological Concepts of Race in Higher Education: Insights and Challenges at a Predominately White Institution

Teaching Anthropology

Racialism is the belief that humans can be divided into distinct races that are biological fact and can determine many traits of individuals. This concept, while persistent, has been refuted by biological and social science, which indicates that the cultural conception of race is neither a biological reality nor determinant. The discipline of anthropology is well positioned to explain nuances in biological and cultural diversity, but employing the most effective strategies to teach these important, and sometimes controversial, concepts is crucial. Patterns and Efficacy in Teaching Concepts of Race in Anthropology (PETCRA) surveyed nearly 300 undergraduate students in introductory anthropology courses at a predominantly white institution in the United States. Students were given two surveys, before and after instruction, to determine their perception of race. The pre- and post-instructional surveys asked students simple conceptual questions about race, about their own experience of race, and demographic information; the post-survey included questions about the instruction in this subject area. While many students started with racialist perspectives, statistically significant numbers of students adopted a more anthropological view after instruction. Including videos with lecture resulted in statistically significant improvement in students’ answers. Student racial identity development is discussed as an important component for understanding this complex topic, especially within predominately white institutions. This research underscores the importance of evidence-based pedagogical choices in diversity instruction.

Improving Teaching in the Archaeology Classroom: Cognitive Development Theory Applications and Active Learning Pedagogies

SAA Archaeological Record

Fermentation Effects on Pollen: Archaeological Implications

Ethnobiology Letters

Finding Children Without Toys: The Archaeology of Children at Shabbona Grove, Illinois

Childhood in the Past: an International Journal

The Origins of Entrepreneurship and the Market Process: An Archaeological Assessment of Competitive Feasting, Trade, and Social Cooperation

In Interdisciplinary Studies of the Market Order: New Applications of Market Process Theory, P. Boettke, V. Storr, and C. Coyne, eds. Pp 113-137. London: Rowman and Littlefield International Ltd.

Airborne starch dispersal from stone grinding: Experimental results and implications

Journal of Archaeological Science: Reports

Teaching Anthropological Concepts of Race in Higher Education: Insights and Challenges at a Predominately White Institution

Teaching Anthropology

Racialism is the belief that humans can be divided into distinct races that are biological fact and can determine many traits of individuals. This concept, while persistent, has been refuted by biological and social science, which indicates that the cultural conception of race is neither a biological reality nor determinant. The discipline of anthropology is well positioned to explain nuances in biological and cultural diversity, but employing the most effective strategies to teach these important, and sometimes controversial, concepts is crucial. Patterns and Efficacy in Teaching Concepts of Race in Anthropology (PETCRA) surveyed nearly 300 undergraduate students in introductory anthropology courses at a predominantly white institution in the United States. Students were given two surveys, before and after instruction, to determine their perception of race. The pre- and post-instructional surveys asked students simple conceptual questions about race, about their own experience of race, and demographic information; the post-survey included questions about the instruction in this subject area. While many students started with racialist perspectives, statistically significant numbers of students adopted a more anthropological view after instruction. Including videos with lecture resulted in statistically significant improvement in students’ answers. Student racial identity development is discussed as an important component for understanding this complex topic, especially within predominately white institutions. This research underscores the importance of evidence-based pedagogical choices in diversity instruction.

Improving Teaching in the Archaeology Classroom: Cognitive Development Theory Applications and Active Learning Pedagogies

SAA Archaeological Record

Fermentation Effects on Pollen: Archaeological Implications

Ethnobiology Letters

Finding Children Without Toys: The Archaeology of Children at Shabbona Grove, Illinois

Childhood in the Past: an International Journal

The Origins of Entrepreneurship and the Market Process: An Archaeological Assessment of Competitive Feasting, Trade, and Social Cooperation

In Interdisciplinary Studies of the Market Order: New Applications of Market Process Theory, P. Boettke, V. Storr, and C. Coyne, eds. Pp 113-137. London: Rowman and Littlefield International Ltd.

Airborne starch dispersal from stone grinding: Experimental results and implications

Journal of Archaeological Science: Reports

Military Diet on the Border: Butchery Analysis at Fort Brown (41CF96) Cameron County, Texas

Journal of Texas Archeology and History