Kamilah B Legette
Dados Biográficos
| ID | 222616 |
|---|---|
| NOME | Kamilah B Legette |
| PRENOMES | Kamilah B |
| SOBRENOME | Legette |
| ASSINATURA | LEGETTE K B |
| AFILIAÇÕES | University of Denver |
| ORCID | 0000-0002-1578-2004 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAÇÕES | 43 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
Classroom discipline experiences and Black youth student–teacher relationships and classroom engagement
These findings highlight the distinct impact of discipline for defiance on Black students' school experiences, underscoring the need for educators to critically examine how disciplinary practices shape engagement and teacher-student relationships. (PsycInfo Database Record (c) 2026 APA, all rights reserved)
Profiles of teachers’ racial inequity beliefs
Race-Conscious Approaches Addressing the Ecologies of Racial Discipline Disparities
Racial disparities in school discipline meaningfully impact youth's psychological, educational, and carceral trajectories. Interrupting these patterns requires contextual strategies that explicitly attend to school professionals’ racial bias and awareness of structural racism. Yet approaches toward this end are emerging and have not yet been synthesized. To address this gap, we conducted a systematic review of empirical research published in peer…
Relationships Among White Parents' Racial Inequity Beliefs, Gendered Emotion Expectations, and Children's Social Emotional Competence
Teachers’ Social Emotional Learning Competencies and Social Justice Teaching Beliefs and Associations with Children’s Prosocial Behavior and Community Engagement
A mixed‐methods approach to identify elements of culturally‐attuned teacher−student relationship interventions
We employed a mixed‐methods design to identify intervention elements that may improve relational inclusion in classrooms through equity‐framed and culturally‐attuned teacher−student relationship interventions. Quantitative and qualitative data were collected from 29 (26 female) school mental health professionals and 19 parents (mostly mothers) of racially, ethnically, and culturally diverse students. Using a convergent mixed‐methods design, we fi…
Black adolescents' experiences with racial socialization, racial identity, and critical reflection of need for school change of racial inequity
This preliminary investigation explored associations between Black adolescents' experiences with parental racial socialization (racial pride and racial barrier messages), dimensions of racial identity (centrality and private regard), and critical reflection regarding the need for school change of racial inequity. One hundred fifty‐one (78 girls; 73 boys) high school students from the southeastern United States were sampled for this self‐report cr…
When ethnic–racial discrimination from math teachers spills over and predicts the math adjustment of nondiscriminated adolescents
Ethnic-racial discrimination is a pernicious experience that affects discriminated adolescents' healthy human development, but the spillover consequences of discrimination on the nondiscriminated adolescent population are less clear. Adolescents who vicariously witness their classmates experience ethnic-racial discrimination from educators may question their educators' authority and classroom rules, and educators who perpetuate discrimination may…
The role of educators’ racial beliefs in developing relationships with white toddlers and preschool children
Teachers' racialized anger
Just go to the office! an intersectional exploration of the role of race and gender in discipline referral reasons
Educators’ differential selection of Black and Latine students for office discipline referrals is a significant driver of inequity in exclusionary outcomes. Using demographic data and discipline records for all students in one large urban school district, we use descriptive statistics and multilevel regression models to consider whether referral reasons are racialized and if these patterns intersect with gender. Our analyses indicate that educato…
Lead teacher, assistant teacher, and peer racial/ethnic match and child outcomes for Black children enrolled in enhanced high-quality early care and education programs
Teachers’ awareness of systemic and individual racial bias as a first step towards anti-racist schools
The Racism and Inequity Beliefs Questionnaire
Context Matters as Racialization Evolves
This study explores preservice teacher attributions to children’s behaviors portrayed in specific emotion-laden school scenarios. Participants included 178 preservice teachers from three universities. The preservice teachers viewed video vignettes of Black and White child actors in six different school scenarios. Our team constructed two themes from the preservice teachers’ narratives about what they saw: (a) context matters (i.e., different scen…
Reducing racialized opportunity gaps through teachers' anti-racism social-emotional competency training and education
Racial bias in teachers' perceptions of Black and White students' academic abilities and classroom behavior perpetuates racialized opportunity gaps in access to education. Teachers have a particularly important role in reducing racialized opportunity gaps and can do so through transformative social-emotional learning (TSEL). We suggest that teachers' TSEL training should begin with racism consciousness embedded within their self-awareness and soc…
Humanizing Student–Teacher Relationships for Black Children
A growing number of scholars in the field of urban education compellingly demonstrate the myriad ways U.S. schooling for Black youth is dehumanizing. Social and emotional learning (SEL), particularly, transformative social emotional learning (TSEL) has come to the fore as a promising intervention to promote positive inclusive school cultures and relationships while recognizing and accounting for the realities of racial oppression. Here, we discus…
Examining school ethnic-racial socialization in the link between race-related stress and academic well-being among African American and Latinx adolescents
School ethnic–racial socialization and adolescent ethnic–racial identity
The findings highlight the importance of the school context in shaping students' ethnic-racial socialization and identity. This study investigated how what adolescents learn about race/ethnicity and culture in school is associated with their ERI. The findings indicate that opportunities to learn about one's culture are related to more identity exploration and greater sense of the importance of group membership. Furthermore, opportunities to learn…
Curricular Tracking, Students’ Academic Identity, and School Belonging
Curricular tracking is common in many countries, yet this school practice might have unintended consequences for students’ attitudes toward school. We examined the changes in adolescents’ school belonging among sixth graders placed in honors versus regular math, with academic identity as a mediator in this relation. Early adolescents ( N = 322; 72% White; 164 girls) in the southeastern United States completed measures of school belonging and acad…
Children and Divorce
This entry provides an updated review of how children experience and respond to parental divorce. Scholars, particularly E. Mavis Hetherington and Joan Wallerstein, have reached quite different conclusions regarding how children adjust to divorce, and the entry begins with an attempt by Emery to reconcile the conflicting claims that scholars have reached. The entry provides new information on directions that divorce research has taken, including …
School ethnic–racial socialization and adolescent ethnic–racial identity
The findings highlight the importance of the school context in shaping students' ethnic-racial socialization and identity. This study investigated how what adolescents learn about race/ethnicity and culture in school is associated with their ERI. The findings indicate that opportunities to learn about one's culture are related to more identity exploration and greater sense of the importance of group membership. Furthermore, opportunities to learn…
Humanizing Student–Teacher Relationships for Black Children
A growing number of scholars in the field of urban education compellingly demonstrate the myriad ways U.S. schooling for Black youth is dehumanizing. Social and emotional learning (SEL), particularly, transformative social emotional learning (TSEL) has come to the fore as a promising intervention to promote positive inclusive school cultures and relationships while recognizing and accounting for the realities of racial oppression. Here, we discus…
Teachers’ awareness of systemic and individual racial bias as a first step towards anti-racist schools
Curricular Tracking, Students’ Academic Identity, and School Belonging
Curricular tracking is common in many countries, yet this school practice might have unintended consequences for students’ attitudes toward school. We examined the changes in adolescents’ school belonging among sixth graders placed in honors versus regular math, with academic identity as a mediator in this relation. Early adolescents ( N = 322; 72% White; 164 girls) in the southeastern United States completed measures of school belonging and acad…
Examining school ethnic-racial socialization in the link between race-related stress and academic well-being among African American and Latinx adolescents
Just go to the office! an intersectional exploration of the role of race and gender in discipline referral reasons
Educators’ differential selection of Black and Latine students for office discipline referrals is a significant driver of inequity in exclusionary outcomes. Using demographic data and discipline records for all students in one large urban school district, we use descriptive statistics and multilevel regression models to consider whether referral reasons are racialized and if these patterns intersect with gender. Our analyses indicate that educato…
Reducing racialized opportunity gaps through teachers' anti-racism social-emotional competency training and education
Racial bias in teachers' perceptions of Black and White students' academic abilities and classroom behavior perpetuates racialized opportunity gaps in access to education. Teachers have a particularly important role in reducing racialized opportunity gaps and can do so through transformative social-emotional learning (TSEL). We suggest that teachers' TSEL training should begin with racism consciousness embedded within their self-awareness and soc…
Race-Conscious Approaches Addressing the Ecologies of Racial Discipline Disparities
Racial disparities in school discipline meaningfully impact youth's psychological, educational, and carceral trajectories. Interrupting these patterns requires contextual strategies that explicitly attend to school professionals’ racial bias and awareness of structural racism. Yet approaches toward this end are emerging and have not yet been synthesized. To address this gap, we conducted a systematic review of empirical research published in peer…
When ethnic–racial discrimination from math teachers spills over and predicts the math adjustment of nondiscriminated adolescents
Ethnic-racial discrimination is a pernicious experience that affects discriminated adolescents' healthy human development, but the spillover consequences of discrimination on the nondiscriminated adolescent population are less clear. Adolescents who vicariously witness their classmates experience ethnic-racial discrimination from educators may question their educators' authority and classroom rules, and educators who perpetuate discrimination may…
Context Matters as Racialization Evolves
This study explores preservice teacher attributions to children’s behaviors portrayed in specific emotion-laden school scenarios. Participants included 178 preservice teachers from three universities. The preservice teachers viewed video vignettes of Black and White child actors in six different school scenarios. Our team constructed two themes from the preservice teachers’ narratives about what they saw: (a) context matters (i.e., different scen…
Children and Divorce
This entry provides an updated review of how children experience and respond to parental divorce. Scholars, particularly E. Mavis Hetherington and Joan Wallerstein, have reached quite different conclusions regarding how children adjust to divorce, and the entry begins with an attempt by Emery to reconcile the conflicting claims that scholars have reached. The entry provides new information on directions that divorce research has taken, including …
Curricular Tracking, Students’ Academic Identity, and School Belonging
Curricular tracking is common in many countries, yet this school practice might have unintended consequences for students’ attitudes toward school. We examined the changes in adolescents’ school belonging among sixth graders placed in honors versus regular math, with academic identity as a mediator in this relation. Early adolescents ( N = 322; 72% White; 164 girls) in the southeastern United States completed measures of school belonging and acad…
School ethnic–racial socialization and adolescent ethnic–racial identity
The findings highlight the importance of the school context in shaping students' ethnic-racial socialization and identity. This study investigated how what adolescents learn about race/ethnicity and culture in school is associated with their ERI. The findings indicate that opportunities to learn about one's culture are related to more identity exploration and greater sense of the importance of group membership. Furthermore, opportunities to learn…
Humanizing Student–Teacher Relationships for Black Children
A growing number of scholars in the field of urban education compellingly demonstrate the myriad ways U.S. schooling for Black youth is dehumanizing. Social and emotional learning (SEL), particularly, transformative social emotional learning (TSEL) has come to the fore as a promising intervention to promote positive inclusive school cultures and relationships while recognizing and accounting for the realities of racial oppression. Here, we discus…
Examining school ethnic-racial socialization in the link between race-related stress and academic well-being among African American and Latinx adolescents
Teachers' racialized anger
Just go to the office! an intersectional exploration of the role of race and gender in discipline referral reasons
Educators’ differential selection of Black and Latine students for office discipline referrals is a significant driver of inequity in exclusionary outcomes. Using demographic data and discipline records for all students in one large urban school district, we use descriptive statistics and multilevel regression models to consider whether referral reasons are racialized and if these patterns intersect with gender. Our analyses indicate that educato…
Lead teacher, assistant teacher, and peer racial/ethnic match and child outcomes for Black children enrolled in enhanced high-quality early care and education programs
Teachers’ awareness of systemic and individual racial bias as a first step towards anti-racist schools
The Racism and Inequity Beliefs Questionnaire
Context Matters as Racialization Evolves
This study explores preservice teacher attributions to children’s behaviors portrayed in specific emotion-laden school scenarios. Participants included 178 preservice teachers from three universities. The preservice teachers viewed video vignettes of Black and White child actors in six different school scenarios. Our team constructed two themes from the preservice teachers’ narratives about what they saw: (a) context matters (i.e., different scen…
Reducing racialized opportunity gaps through teachers' anti-racism social-emotional competency training and education
Racial bias in teachers' perceptions of Black and White students' academic abilities and classroom behavior perpetuates racialized opportunity gaps in access to education. Teachers have a particularly important role in reducing racialized opportunity gaps and can do so through transformative social-emotional learning (TSEL). We suggest that teachers' TSEL training should begin with racism consciousness embedded within their self-awareness and soc…
Teachers’ Social Emotional Learning Competencies and Social Justice Teaching Beliefs and Associations with Children’s Prosocial Behavior and Community Engagement
A mixed‐methods approach to identify elements of culturally‐attuned teacher−student relationship interventions
We employed a mixed‐methods design to identify intervention elements that may improve relational inclusion in classrooms through equity‐framed and culturally‐attuned teacher−student relationship interventions. Quantitative and qualitative data were collected from 29 (26 female) school mental health professionals and 19 parents (mostly mothers) of racially, ethnically, and culturally diverse students. Using a convergent mixed‐methods design, we fi…
Black adolescents' experiences with racial socialization, racial identity, and critical reflection of need for school change of racial inequity
This preliminary investigation explored associations between Black adolescents' experiences with parental racial socialization (racial pride and racial barrier messages), dimensions of racial identity (centrality and private regard), and critical reflection regarding the need for school change of racial inequity. One hundred fifty‐one (78 girls; 73 boys) high school students from the southeastern United States were sampled for this self‐report cr…
When ethnic–racial discrimination from math teachers spills over and predicts the math adjustment of nondiscriminated adolescents
Ethnic-racial discrimination is a pernicious experience that affects discriminated adolescents' healthy human development, but the spillover consequences of discrimination on the nondiscriminated adolescent population are less clear. Adolescents who vicariously witness their classmates experience ethnic-racial discrimination from educators may question their educators' authority and classroom rules, and educators who perpetuate discrimination may…
The role of educators’ racial beliefs in developing relationships with white toddlers and preschool children
Profiles of teachers’ racial inequity beliefs
Race-Conscious Approaches Addressing the Ecologies of Racial Discipline Disparities
Racial disparities in school discipline meaningfully impact youth's psychological, educational, and carceral trajectories. Interrupting these patterns requires contextual strategies that explicitly attend to school professionals’ racial bias and awareness of structural racism. Yet approaches toward this end are emerging and have not yet been synthesized. To address this gap, we conducted a systematic review of empirical research published in peer…
Relationships Among White Parents' Racial Inequity Beliefs, Gendered Emotion Expectations, and Children's Social Emotional Competence
Classroom discipline experiences and Black youth student–teacher relationships and classroom engagement
These findings highlight the distinct impact of discipline for defiance on Black students' school experiences, underscoring the need for educators to critically examine how disciplinary practices shape engagement and teacher-student relationships. (PsycInfo Database Record (c) 2026 APA, all rights reserved)
Psychology (17 obras) · Developmental psychology (15 obras) · Early Childhood Education and Development (15 obras) · Sociology (14 obras) · Social Psychology (12 obras) · Education Discipline and Inequality (11 obras) · Critical Race Theory in Education (9 obras) · Gender Studies (9 obras) · Racism (9 obras) · Gender Studies (8 obras)