Publications
2023
Legette, K. B., Iruka, I. U., Halberstadt, A. G., & Forte, A. B. (2023). Teachers’ awareness of systemic and individual racial bias as a first step towards anti-racist schools. Teaching and Teacher Education, 132, 104213. https://doi.org/10.1016/j.tate.2023.104213
Legette, K. B., Supple, A., Harris, J., & Halberstadt, A. G. (2023). Teachers’ racialized anger: Implications for discipline disparities. Journal of School Psychology, 99, 101221–101221. https://doi.org/10.1016/j.jsp.2023.05.004
Legette, K.B., Supple, A. & Halberstadt, A.G. (2023). The Racism and Inequity Beliefs Questionnaire: Construction and Initial Validation. The Urban Review. https://doi.org/10.1007/s11256-023-00663-8
2021
Legette, K. B., Halberstadt, A. G., & Majors, A. (2021). Teachers’ racial inequity beliefs in the classroom: Consequences for teachers’ perceptions of students’ behaviors. Contemporary Educational Psychology, 67. https://doi.org/10.1016/j.cedpsych.2021.102014
Legette, K. B., Harris, J., Griffin, C., & Hope, E. (2021). Incorporating critical consciousness in teachers’ social-emotional training: Implications for reducing racialized opportunity gaps. In N. Yoder & A. Skoog-Hoffman (Eds.), Advances in motivation and achievement.
2020
Legette, K. B., & Kurtz-Costes, B. (2020). Curricular Tracking, Students’ Academic Identity, and School Belonging. The Journal of Early Adolescence, 41(7), 961-968. http://dx.doi.org/10.1177/0272431620977659
Legette, K. B., Rogers, L. O., & Warren, C. A. (2020). Humanizing Student–Teacher Relationships for Black Children: Implications for Teachers’ Social–Emotional Training. Urban Education, 57(2), 278-288. http://dx.doi.org/10.1177/0042085920933319
Legette, K. B., & Kurtz-Costes, B. (2020). Math track placement and reflected classroom appraisals are related to changes in early adolescents’ math self-concept. Educational Psychology, 41(5), 602-617. http://dx.doi.org/10.1080/01443410.2020.1760212
Legette, K. B. (2020). A Social-Cognitive Perspective of the Consequences of Curricular Tracking on Youth Outcomes. Educational Psychology Review, 32, 885-900. https://doi.org/10.1007/s10648-020-09521-5.