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!
Featured Student Profiles
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.
Defended Dissertation: Exploring The Role of Racial Microaggressions and Campus Climate in Fostering Sense of Belonging for Black Latiné College Students
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.
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.
Defended Dissertation: No Money, Mo’ Problems: The Impact of Race- and Income-Driven Microaggressions among Adolescents’: Perceptions of School Connectedness and Self-Esteem
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.
Defended Dissertation: 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
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
Dissertation Projects
- Concepción Cabán, L. D. (2024). Exploring the role of racial microaggressions and campus climate in fostering sense of belonging for Black Latiné college students. Brea M. Banks, Ph.D., Chair, Illinois State University.
- 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. Brea M. Banks, Ph.D., Chair, Illinois State University.
- 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. Brea M. Banks, Ph.D., Chair, Illinois State University.
- Contreras, B. (2024). The Impact of Ableist Microaggressions on the Supervisory Relationship and the Influence of Burnout and Self-efficacy. Brea M. Banks, Ph.D., Chair, Illinois State University.
- Flint, A. N. (2024). No money, mo’ problems: Impact of race and income-driven microaggressions on adolescents’ perception of school connectedness and self-esteem. Brea M. Banks, Ph.D., Chair, Illinois State University.
- Torres González, N. M. (2024). The impact of ableist microaggressions on dis/abled high school students: Perceptions of school climate and academic motivation. Brea M. Banks, Ph.D., Chair, Illinois State University.
- Callahan, M. (2023). The experiences of microaggressions among Latiné mental health service graduate students and the supervisory relationship. Brea M. Banks, Ph.D., Chair, Illinois State University.
- Jackson, T. M. (2023). The impact of microaggressions and racial identity on adolescents’ cognitive functioning. Brea M. Banks, Ph.D. Chair, Illinois State University.
- 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. Brea M. Banks, Ph.D. Chair, Illinois State University.
- Bradley, B. C. (2023) When they see us: How teacher relationships influence students’ perceptions of self-esteem and conduct behavior. Brea M. Banks, Ph.D. Chair, Illinois State University.
- Hynes, K. (2022) Bystander or ally? Predictors of adolescent behavior in response to microaggressions on social media. Brea M. Banks, Ph.D. Chair, Illinois State University.
- Cicciarelli, K. (2022) Parent shaming: The impact of race and ability status on perception of parenting. Brea M. Banks, Ph.D. & Karla Doepke, Ph.D. Co-chairs, Illinois State University.
- Aubuchon, S. (2021) LGBTQ+ adolescents’ reflections on identity, experiences, and recommendations to improve school climate. Brea M. Banks, Ph.D. Chair, Illinois State University.
- Johnson, K. (2021). The impact of inclusive curriculum on attitudes toward sexual minority populations. Brea M. Banks, Ph.D., Chair, Illinois State University.
Thesis Projects
- Wise, A. (2021). Karen is not a slur: The effects of white privilege awareness of microaggression perception. Brea M. Banks, Ph.D. Chair, Illinois State University. Three Minute Thesis competition winner!
- Verma, K. (2020). The impact of color-blind attitudes and implicit bias in evaluations of student behavior. Brea M. Banks, Ph.D. Chair, Illinois State University.
- Whitaker, C. (2019). Prominence of slut shaming connected with sexual objectification: Boys will be boys and girls will be sluts. Brea M. Banks, Ph.D. & Matthew Hesson-McInnis, Ph.D., Co-chairs, Illinois State University.
