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A Social-Cognitive Perspective of the Consequences of Curricular Tracking on Youth Outcomes

Educational psychology review, 2020-09, Vol.32 (3), p.885-900

Legette, Kamilah

2020

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School Ethnic-Racial Socialization and Adolescent Ethnic-Racial Identity

Cultural diversity & ethnic minority psychology, 2022-04, Vol.28 (2), p.205-216

2022

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Examining school ethnic-racial socialization in the link between race-related stress and academic well-being among African American and Latinx adolescents

Journal of school psychology, 2022-04, Vol.91, p.97-111

2022

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Teachers' racialized anger: Implications for discipline disparities

Journal of school psychology, 2023-08, Vol.99, p.101221-101221, Article 101221

2023

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Curricular Tracking, Students’ Academic Identity, and School Belonging

The Journal of early adolescence, 2021-08, Vol.41 (7), p.961-981

2021

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Humanizing Student–Teacher Relationships for Black Children: Implications for Teachers’ Social–Emotional Training

Urban education (Beverly Hills, Calif.), 2022-02, Vol.57 (2), p.278-288

2022

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Math track placement and reflected classroom appraisals are related to changes in early adolescents' math self-concept

Educational psychology (Dorchester-on-Thames), 2021-05, Vol.41 (5), p.602-617

2021

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

Child & youth care forum, 2024-10, Vol.53 (5), p.1037-1059

2024

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

The Urban review, 2024-03, Vol.56 (1), p.231-232

2024

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

American educational research journal, 2023-12, Vol.60 (6), p.1258-1300

2023

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The Racism and Inequity Beliefs Questionnaire: Construction and Initial Validation

The Urban review, 2023-12, Vol.55 (5), p.605-623

2023

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Black adolescents' experiences with racial socialization, racial identity, and critical reflection of need for school change of racial inequity

Psychology in the schools, 2024-06, Vol.61 (6), p.2403-2423

2024

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School Tracking and Youth Self-Perceptions: Implications for Academic and Racial Identity

Child development, 2018-07, Vol.89 (4), p.1311-1327

Legette, Kamilah

2018

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Far from a monolith: a typology of externalizing behavior among African American youth

Social Psychiatry and Psychiatric Epidemiology, 2022, Vol.57 (1), p.111-125

2022

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

Race, ethnicity and education, 2023-03, Vol.ahead-of-print (ahead-of-print), p.1-21

2023

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

Early childhood research quarterly, 2025, Vol.70, p.102-109

2025

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

Contemporary educational psychology, 2021-10, Vol.67, p.102014, Article 102014

2021

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

Theory into practice, 2023-10, Vol.62 (4), p.366-379

2023

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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

Developmental psychology, 2024-09

2024

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

Teaching and teacher education, 2023-10, Vol.132, p.104213, Article 104213

2023

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A mixed‐methods approach to identify elements of culturally‐attuned teacher−student relationship interventions

Psychology in the schools, 2024-07, Vol.61 (7), p.2968-2991

2024

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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

Early childhood research quarterly, 2023-01, Vol.64, p.186-198

2023

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The associations among school stratification, racial identity, and future orientation in Black youth

Legette, Kamilah

2015

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Family Adjustment Issues

Critical Issues in School-Based Mental Health, 2015, p.118-131

1, 2015

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A Social-Cognitive Perspective of the Consequences of Curricular Tracking on Youth Outcomes

School Ethnic-Racial Socialization and Adolescent Ethnic-Racial Identity

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: Implications for discipline disparities

Curricular Tracking, Students’ Academic Identity, and School Belonging

Humanizing Student–Teacher Relationships for Black Children: Implications for Teachers’ Social–Emotional Training

Math track placement and reflected classroom appraisals are related to changes in early adolescents' math self-concept

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

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

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

The Racism and Inequity Beliefs Questionnaire: Construction and Initial Validation

Black adolescents' experiences with racial socialization, racial identity, and critical reflection of need for school change of racial inequity

School Tracking and Youth Self-Perceptions: Implications for Academic and Racial Identity

Far from a monolith: a typology of externalizing behavior among African American youth

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

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

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

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

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

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

A mixed‐methods approach to identify elements of culturally‐attuned teacher−student relationship interventions

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

The associations among school stratification, racial identity, and future orientation in Black youth

Family Adjustment Issues

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