Skip to content →

RAMS Lab

RAMS Lab logo created in 2021 by Dr. Caroline Signa in (c/o 2024)

Interested in participating in lab-based research that examines the effects of microaggression in K-12 schools and higher education settings? Want to make a contribution to science and best practice by engaging in research on socially just school practices? Contact Dr. Banks to learn more about our Researchers Addressing Microaggressions in Schools Lab and to discuss joining the research team!​​​​​​​​

RAMS Lab 2025-26 Members Left to Right: Alexis Oliver, Alexandra Foster, Rochelle Goins, Rayhane Baniardalan, Angel Lee, Shari Aclibon, Kierra Collins, Orion Tucker, Kendell Kelly, Jessica Aguilar, Bianca Sierra, Bridget Mwaura, Faith Robinson, Alia Coleman, Tamia Hughes, Randi Goodwin. Not Pictured Lezlie Nogueda-Nunez

RAMS Lab had SEVEN proposals accepted for NASP 2026 in Chicago!

FEATURED STUDENT PROFILES

Rayhane Baniardalan, M.S. is a third-year Ph.D. student in school psychology. Her research interests focus on the microaggressive experiences of Students of Color and international students in higher education. She is passionate about learning to advocate for international students by addressing gaps in the literature and exploring ways to promote equity and inclusion. In her free time, she loves spending time online chatting with her family back home on another continent, watching animations, cooking, and petting her cats.

Kierra Collins is in her first year as a Ph.D. student in the School Psychology Program at Illinois State University. She graduated with a Bachelor of Science in Psychology with a minor in Mental Health from Western Illinois University. Her research interests include microaggressions experienced in Black, Latiné, and multiracial communities. In her free time, Kierra enjoys listening to music, playing sports, and watching TV. 

Alia Coleman, B.A. is a second-year Ph.D. student in School Psychology. She has a bachelor’s degree in psychology and sociology. Her research interests generally include implicit bias, theory of mind and microaggressions that occur in the Black, Latiné and Afro-Latiné communities. In her free time. Alia enjoys doing crafts, watching thrillers, and exploring. 

Lourdes D. Concepción Cabán is a pre-doctoral intern. Her research interests generally include an exploration of gender and sexuality identities. She is also interested in gender and ableist microaggressions that occur within Latiné communities. In her free time, Lourdes enjoys catching up on sleep, watching crime documentaries, and listening music.

Rochelle Goins is a fourth-year PhD student in school psychology. Her research interests include microaggressions experienced by Black adolescents and families from low-income backgrounds. Rochelle enjoys fashion, beauty, interior design, and watching TV in her free time.

Randi Goodwin, B.S. is a third-year Ph.D. student in school psychology. She has Bachelor’s degrees in Psychology and Criminal Justice Sciences. Randi is a registered behavior technician and a youth advisor for the Illinois Juvenile Justice Committee. As a first-year student she is exploring her research interests.

Angel Lee is a first-year Ph.D. student in School Psychology at Illinois State University. She earned her B.A. in Psychology with a minor in African American Studies from Northwestern University. Her research interests focus on racial and income-based microaggressions experienced by Black and Latinx children in K–5 educational settings. In her free time, she enjoys fitness, beauty, reading, and making playlists on Apple Music.

Kierra R. Peterson, M.S. is a fourth-year Ph.D. student in school psychology. Her research interests generally include exposure to, and interventions for, microaggressions with an emphasis on the experiences of Black people. She is also interested in examining the experiences of Black college students and mental health. In her free time, Kierra enjoys traveling, journaling, and watching reality television. 

Faith Robinson is a first-year specialist student in school psychology. She has a bachelor’s degree in psychology with a minor in children studies. Her research interests include microaggressions experienced by preschool children. In her free time, Faith enjoys cooking, watching YouTube and nature walks. 

Bianca Sierra, B.A. is a fourth-year Ph.D. student in school psychology. She has a bachelor’s in psychology and public health from Central Washington University. Her research interests include microaggressions experienced by the Latiné community and Chicano studies. In her free time, she enjoys being outdoors, listening to podcasts, traveling and creating community with friends. 

STUDENT AWARDS

STUDENT RESEARCH

Peer Reviewed Manuscripts

  • Callahan, M. & Banks, B. M. (in press). The mediating role of program climate on exposure to microaggressions and the supervisory relationship for graduate trainees in mental health service programs. School Psychology Training and Pedagogy.
  • Banks, B. M., Jackson, T. M., Goodwin, R., Moore, R. F. (2025). Autism is Black too!: Intersectional experiences with service provision for Black autistic individuals and their families. Journal of Social Issues, E70024, 1-15. https://doi.org/10.1111/josi.70024
  • Banks, B. M., Towner, J., Flint, A. N., & Jackson, T. M.(2025). The mediating role of colorblindness on gender and acceptability of racial microaggressions among Black people at a Historically White Institution. Journal of Underrepresented Minority Progress, 9(2), 40-61. https://doi.org/10.32674/93yh0h77
  • Banks, B. M., Torres González, N., Hynes, K., Donnelly, M. (2024). Factors predicting satisfaction with a microaggression training for school professionals. School Psychology Review, 53(4), 354-364. https://doi.org/10.1080/2372966X.2022.2109059
  • Banks, B. M., Hynes, K., Horton, A. V., & Verma, K. (2023). The influence of microaggressions on Black boys’ pursuit of STEM. In A. G. Robbins, L. Knibbs, T. N. Ingram, M. N. Weaver, & A. A. Hilton (Eds.). Unveiling the cloak of invisibility: Why black males are absent in stem disciplines, (pp. 33-48). Information Age Publishing.
  • Hynes, K., Donnelly, M. E., Banks, B. M., & Horton, A.V. (2022). Post or protest?: Factors influencing white women’s engagement in activism. Journal of Human Behavior in the Social Environment, 33(6), 846-858. https://doi.org/10.1080/10911359.2022.2096739
  • Banks, B. M. & Callahan, M. (2023). The role of microaggressions on school psychologists’ satisfaction with the field. Contemporary School Psychology, 27(3), 515-522. https://doi.org/10.1007/s40688-022-00415-7
  • Banks, B. M. & Horton, A.V. (2022). Perceptions of microaggressions and color-blind racial attitudes among college students. Journal of Underrepresented Minority Progress, 6(1), 1-21 https://www.ojed.org/index.php/jump/article/view/4180/1807
  • Banks, B. M., Adams, D.F., AuBuchon, S., Hynes, K., & Torres González, N. (2023). Factors influencing satisfaction with a microaggression bystander intervention. Journal of Human Behavior in the Social Environment, 33(2). https://doi.org/10.1080/10911359.2022.2027316 
  • Banks, B. M., Cicciarelli, K. S. & Pavon, J. (2022). It offends us too! An exploratory analysis of high school-based microaggressions. Contemporary School Psychology, 26, 182–194. https://doi.org/10.1007/s40688-020-00300-1
  • Banks, B. M. & Cicciarelli, K. (2019). Microaggressive classroom language and diminished cognitive functioning. Journal for Multicultural Education, 13, 276-287. https://doi.org/10.1108/JME-05-2019-0039
  • Parris, L., Banks, B. M., Christie, M., Lucas-Nihei, J. N., Lacey, H., & Swerdlik, M. E. (2019). School context. In S. Hupp & J. Jewell (Eds.), The Encyclopedia of Child and Adolescent Development. Hoboken, NJ: Wiley-Blackwell. https://doi.org/10.1002/9781119171492.wecad419

Dissertation Projects

Horton, A. V. (2025). Boys build, girls glam: An examination of adult language use in informal STEAM education settings.
Concepción Cabán, L. D. (2024). Exploring the role of racial microaggressions and campus climate in fostering sense of belonging for Black Latiné college students.
Munoz, L. (2024). The role of racial-ethnic centrality on exposure to microaggressions and the mental health and academic success of second generation Latiné adolescents.
Towner, J. (2024). What’s age got to do with it? The cognitive effects of racial and gendered microaggressions among Black women and the role of age, colorblindness, and racial centrality.
Contreras, B. (2024). The Impact of Ableist Microaggressions on the Supervisory Relationship and the Influence of Burnout and Self-efficacy.
Flint, A. N. (2024). No money, mo’ problems: Impact of race and income-driven microaggressions on adolescents’ perception of school connectedness and self-esteem.
Torres González, N. M. (2024). The impact of ableist microaggressions on dis/abled high school students: Perceptions of school climate and academic motivation
Jackson, T. M. (2023). The impact of microaggressions and racial identity on adolescents’ cognitive functioning
Signa, C. E. (2023). Getting straight to the point: A bystander training for college students to address sexuality- and gender-specific microaggressions in the school setting
Bradley, B. C. (2023) When they see us: How teacher relationships influence students’ perceptions of self-esteem and conduct behavior
Callahan, M. (2023). The experiences of microaggressions among Latiné mental health service graduate students and the supervisory relationship
Hynes, K. (2022) Bystander or ally? Predictors of adolescent behavior in response to microaggressions on social media
Cicciarelli, K. (2022) Parent shaming: The impact of race and ability status on perception of parenting
Aubuchon, S. (2021) LGBTQ+ adolescents’ reflections on identity, experiences, and recommendations to improve school climate
Johnson, K. (2021). The impact of inclusive curriculum on attitudes toward sexual minority populations

Thesis Projects

Whitaker, C. (2019). Prominence of slut shaming connected with sexual objectification: Boys will be boys and girls will be sluts
Verma, K. (2020). The impact of color-blind attitudes and implicit bias in evaluations of student behavior
Wise, A. (2021). Karen is not a slur: The effects of white privilege awareness of microaggression perception
Harris, E. (2025). The moderating role of emotional support on the relation between racial microaggressions, mental health, and self-esteem for Black men
Psychology student Amani Wise wins Three Minute Thesis competition
Graduate student examines implicit bias and colorblind racial attitudes

OTHER LAB HAPPENINGS

Dr. Banks with some 2024 PhD Graduates
2025 members volunteering at School Street Pantry
Dr. Banks with 2025 PhD Graduates

Skip to toolbar