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

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, 2025 University Club Scholarship, 2025 Diversity Advocate Award, & 2025 Marzolf/French Award for Excellence in Doctoral Studies in School Psychology
Alia Coleman – 2025 BirdFEEDER Award
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, 2025 ISU Dissertation Completion Grant
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
Farhia Osman – 2025 Charter Department Excellence Award
Kierra Peterson – 2023 BirdFEEDER Award, 2023 IBHE Diversifying Higher Education Fellowship, 2024 University Impact Award, 2024 ISU Dissertation Completion Grant, 2024 and 2025 University Club Scholarship, and 2025 Future Alumni Leader *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

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