From their website, "The Violence Project is a 501(c)(3) nonprofit, nonpartisan research center dedicated to public criminology and data-driven violence prevention."

Resources for statistics educators include...
--graphs of data (https://www.theviolenceproject.org/key-findings/),
--a data base (https://www.theviolenceproject.org/mass-shooter-database/),
--a Methodology page (https://www.theviolenceproject.org/methodology/)

Objectives
By completing the entire Perspectives & Resources section and reviewing the accompanying activities, the learner will:
- Understand how a teacher’s own culture can influence his or her teaching
- Describe what it means to provide culturally responsive instruction
- Recognize how linguistic diversity may influence school outcomes for students
- Understand the importance of family involvement in school

Source: Vanderbilt University IRIS Center

The following autoethnography was completed by two graduate students at University A learning to enact teaching for social justice while building content underpinnings in statistics at University B. The authors present a research base for teaching for social justice followed by a description of their lesson, observations during enactment, and reflection of change in beliefs about teaching for social justice afterward. Findings in this study are shared from the authors' personal perspectives through the enactment of teaching a lesson for social justice in an undergraduate statistics course at University B. Implications provide encouragement that the inclusion of social justice topics in undergraduate and graduate level teacher educator coursework may improve teacher attention to equity in practice.

This example asks questions based on a table that summarizes data on three categorical variables. It provides information on relationships among race, level of support for the police, and willingness to report a crime.