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!
Logo created in 2021 by Dr. Caroline Signa (c/o 2024)
FEATURED STUDENT PROFILES
Rayhane Baniardalan, M.S. is a second-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.
Alia Coleman, B.A. is a first-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 fourth-year Ph.D. student candidate in school psychology. Her research interests generally include an exploration of gender and sexuality identities. She is also interested in gender and ableist microaggressions that occur within Latinx communities. In her free time, Lourdes enjoys catching up on sleep, watching crime documentaries, and listening music.
Arielle Flint, B.S. is a predoctoral intern at the Munroe-Meyer Institute, University of Nebraska Medical Center. Her research interests include the experiences of financially minoritized students. Specifically, she is interested in exploring the impact of income-driven microaggressions perpetrated by peers and teachers on students educational experiences. In her free time, Arielle enjoys completing word-search puzzles, watching Criminal Minds and serial killer documentaries, and listening to podcasts.
Rochelle Goins is a third-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 second-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.
Kierra R. Peterson is a third-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.
Bianca Sierra, B.A is a third-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.
Jazsmine Towner, B.S. is a predoctoral intern at New Connections Academy. Her research interests include social justice and microaggressions. She is explicitly interested in exploring the experiences of Black girls in schools. She wants to pursue school- or clinic-based service provision that is culturally responsive after graduate school. In her free time she enjoys reading, and she particularly looks forward to exploring works of Black authors.
STUDENT AWARDS
- Stephanie AuBuchon – 2019 ISU Dissertation Completion Grant
- Brittany Bradley – 2021 Diversity Advocate Award & 2023 Marzolf/French Award for Excellence in Doctoral Studies in School Psychology
- Lourdes D. Concepción Cabán – 2023 ISU Dissertation Completion Grant, 2024 Charter Department Excellence Award, & 2024 Future Alumni Leader
- Berenice Contreras – 2023 ISU Dissertation Completion Grant
- Megan Donnelly – 2022 Marzolf/French Award for Excellence in Doctoral Studies in School Psychology
- Arielle Flint – 2022 ISU Dissertation Completion Grant
- Rochelle Goins – 2024 University Club Scholarship
- Keeley Hynes – 2022 Marzolf/French Award for Excellence in Doctoral Studies in School Psychology & 2022 Future Alumni Leader
- Tyra Jackson – 2021 ISU Dissertation Completion Grant & 2023 Diversity Advocate Award
- Kirstin Johnson – 2019 ISU Dissertation Completion Grant
- Lisette Munoz – 2023 ISU Dissertation Completion Grant & 2024 University Club Scholarship
- Kierra Peterson – 2023 IBHE Diversifying Higher Education Fellowship, 2024 University Impact Award, 2024 University Club Scholarship & 2024 ISU Dissertation Completion Grant *Check out Kierra’s ISU Oral History Interview!
- Bianca Sierra – 2024 University Impact Award & 2024 ISU Dissertation Completion Grant
- Caroline Signa – 2021 ISU Dissertation Completion Grant & 2023 Diversity Advocate Award
- Nitza M. Torres González – 2022 Diversity Advocate Award, 2023 ISU Dissertation Completion Grant, & 2023 Marzolf/French Award for Excellence in Doctoral Studies in School Psychology
- Jazsmine Towner – 2023 ISU Dissertation Completion Grant, 2024 Diversity Advocate Award, & 2024 Marzolf/French Award for Excellence in Doctoral Studies in School Psychology
STUDENT RESEARCH
Peer Reviewed Manuscripts
- 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.
- Banks, B. M., Torres González, N., Hynes, K., & Donnelly, M. (2022). Factors predicting satisfaction with a microaggression training for school professionals. School Psychology Review. Advance online publication. https://doi.org/10.1080/2372966X.2022.2109059
- 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. Advance online publication. https://doi.org/10.1080/10911359.2022.2096739
- Banks, B. M. & Callahan, M. (2022). Exposure to microaggressions and satisfaction among practicing school psychologists and students. Contemporary School Psychology. Advance online publication. 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. (2022). Factors Influencing Satisfaction with a Microaggression Bystander Intervention. Journal of Human Behavior in the Social Environment, Advance online publication, 1-17. https://doi.org/10.1080/10911359.2022.2027316
- Banks, B. M., Cicciarelli, K. S., & Pavon, J. M. (2020). It offends us too! An exploratory analysis of high school-based microaggressions. Contemporary School Psychology. 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