Brooke Harris-Thomas

Biographic Data

ID1584922
NAMEBrooke Harris-Thomas
GIVEN NAMESBrooke
FAMILY NAMEHarris-Thomas
SIGNATUREHARRIS-THOMAS B
AFFILIATIONSUniversity of Michigan–Dearborn, Dearborn, MI, USA
ORCID0000-0003-0177-6399
VERIFIEDYes
TOTAL WORKS5
TOTAL CITATIONS5
AUTHOR COUNT5
EDITOR COUNT0
FIRST PUBLICATION YEAR2024
LATEST PUBLICATION YEAR2026
H-INDEX2

  • Examining Black and Latine Students’ Sense of Belonging within the Mathematics Classroom: A Narrative Review

    Open AccessBrooke Harris-Thomas, Korinthia D Nicolai et al.ARTICLEEducational Psychology Review2026

    Academic environments that support a sense of belonging, or students’ feelings of being included, valued, accepted, and supported, are positively associated with students’ engagement, persistence, and academic achievement. This is particularly true for Black and Latine adolescent students in U.S. mathematics classrooms. Research has also shown that students’ sense of belonging is a situated, malleable construct that can fluctuate throughout the s…

  • Determining Whether I Want to Belong: Seventh-Grade Black Girls’ Conceptualization and Identification of Sources of Belonging Within the Math Classroom

    Open AccessBrooke Harris-Thomas, Cary J RosethARTICLEUrban Education2026References: 72

    Belonging supportive environments have been positively associated with increased academic achievement, engagement, and persistence. Yet there may be differences in what an individual construes as a belonging-supportive versus belonging-threatening environment. This study takes a race-reimagined view of belonging rooted in an Axiom of Black Brilliance. In this phenomenological study, the lived experiences of 10 seventh-grade Black girls are explor…

  • Moment of Panic: A qualitative diary study on student–faculty partnerships

    Open AccessJanelle Grant-Ashbaugh, Daniel Guberman et al.ARTICLEDiscourse Studies in the Cultural…2025References: 32

    We explore intersections and educational possibilities through a Student Pedagogy Advocates (SPA) program. The SPA program is a development opportunity where faculty are paired with undergraduate students serving as a pedagogical partner. As the student partners are experienced learners, students act as liaisons for students enrolled in the course. Through this project, we strive to break down longstanding power hierarchies by demonstrating how s…

  • Urban Middle Schoolers’ Opportunities to Belong Predict Fluctuations in Their Engagement Across the School Day

    Open AccessDeLeon L Gray, Brooke Harris-Thomas et al.ARTICLEUrban Education2024Cited by: 2References: 78

    Existing measures of belonging in schools do not explicitly elevate the contextual and cultural insights of the educators and students they were designed to assess. Our study addresses this shortcoming through the co-creation of an Opportunities to Belong survey measure for urban middle schoolers. The tool was developed in partnership with practicing educators and normed around Black and Latinx students ( N = 225). Results of a multilevel confirm…

  • Black Girl Magic is everything: Recommendations for cultivating supportive spaces for Black girls

    Lauren Mims, Marketa Burnett et al.ARTICLETheory Into Practice2024Cited by: 3References: 37

    The concept of #BlackGirlMagic has resonated with Black women and Black girls across the world. Black Girl Magic is as unique as a fingerprint and serves as an invitation for Black girls to be present as their true, most powerful selves. In reflecting on the power of Black Girl Magic for Black girls as 5 Black women in psychological science and education, we describe 3 recommendations for cultivating supportive spaces for Black girls to be magica…