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Kamilah B. Legette

Assistant Professor

Rutgers University

United States

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Articles (20)

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Collaborators (7)

Iheoma Iruka

Research Professor/Director

University of North Carolina at Chapel Hill

UNITED STATES

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Wenyang Sun

Associate Professor

University of Utah

UNITED STATES

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N. Keita Christophe

Assistant Professor

McGill University

CANADA

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Yolanda Anyon

Associate Professor

San Jose State University

UNITED STATES

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Sandra Hong

Senior Research Scientist

University of North Carolina at Chapel Hill

UNITED STATES

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Dana Miller-Cotto

Assistant Professor

University of California, Berkeley

UNITED STATES

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Michelle Pasco

University of Minnesota

UNITED STATES

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Kamilah B. Legette

Research Interests

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Articles (20)

Race-Conscious Approaches Addressing the Ecologies of Racial Discipline Disparities: Promoting School Professionals’ Understanding of Individual and Institutional Racism

Profiles of teachers’ racial inequity beliefs: Associations with racialized perceptions of Black and White children’s behaviors.

Classroom discipline experiences and Black youth student–teacher relationships and classroom engagement.

Investigating Links Among Early Childhood Teachers’ Beliefs About Child Emotion, Gender, and Race

Relationships Among White Parents’ Racial Inequity Beliefs, Gendered Emotion Expectations, and Children’s Social Emotional Competence

The role of educators’ racial beliefs in developing relationships with white toddlers and preschool children

Teachers’ Social Emotional Learning Competencies and Social Justice Teaching Beliefs and Associations with Children’s Prosocial Behavior and Community Engagement

When ethnic–racial discrimination from math teachers spills over and predicts the math adjustment of nondiscriminated adolescents: The mediating role of math classroom climate perceptions.

Correction: The Racism and Inequity Beliefs Questionnaire: Construction and Initial Validation

Teachers’ awareness of systemic and individual racial bias as a first step towards anti-racist schools

Reducing racialized opportunity gaps through teachers’ anti-racism social-emotional competency training and education

Teachers' racialized anger: Implications for discipline disparities

The Racism and Inequity Beliefs Questionnaire: Construction and Initial Validation

Just go to the office! An intersectional exploration of the role of race and gender in discipline referral reasons

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

Context Matters as Racialization Evolves: Exploring Bias in Preservice Teacher Responses to Children

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.

Teachers’ understanding of racial inequity predicts their perceptions of students’ behaviors

Curricular Tracking, Students’ Academic Identity, and School Belonging

Collaborators (7)

Iheoma Iruka

Wenyang Sun

N. Keita Christophe

Yolanda Anyon

Sandra Hong

Dana Miller-Cotto

Michelle Pasco

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