Our research explores the perceptions, beliefs and socio-emotional attitudes that influence relationships between students and teachers, and how these contribute to racial inequity and influence student success. Through exploring and identifying these impacts, our work informs interventions in teacher training that will reduce opportunity gaps and increase belonging for students. Read about our findings, which have appeared in peer-reviewed psychology and education journals including The Journal of Early Adolescence, Educational Psychology and more.

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Our Publications

  • 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.

    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, 027243162097765. Retrieved from

    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, 004208592093331. Retrieved from

    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. Retrieved from

    Legette, K. B. (2020). A Social-Cognitive Perspective of the Consequences of Curricular Tracking on Youth Outcomes. Educational Psychology Review, 32(3).

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Our team shares a commitment to challenging racial inequity.

Learn About Us