@article{gray_lee_harris-thomas_ali_allah_2023, title={Communally engaged educational psychology: A philosophy of engagement}, volume={58}, ISSN={["1532-6985"]}, DOI={10.1080/00461520.2023.2250860}, abstractNote={Abstract In this article, we provide guidance for educational psychologists who want to advance equity-focused school policies and practices through engaged scholarship. We conceptualize a philosophy of engagement and describe how it can facilitate psychologists’ efforts to address the social conditions of people from historically marginalized communities. Using our own philosophy of engagement as a case in point (which we refer to as communally engaged educational psychology), we share stories that showcase opportunities for roles that scholars can play in supporting education decision-makers and community members. Specifically, we illustrate that communal engagement involves building a tribe; identifying pockets of affirmation; establishing communal incubators; and leveraging existing networks to disseminate stories emerging from partnership activities. We then offer a roadmap for putting communal engagement into action by remixing Anderman’s (2011) ten challenges for educational psychologists. We conclude with a discussion of the tensions and difficulties scholars may need to navigate when enacting a philosophy of engagement.}, number={4}, journal={EDUCATIONAL PSYCHOLOGIST}, author={Gray, DeLeon L. and Lee, Alexandra A. and Harris-Thomas, Brooke and Ali, Joanna N. and Allah, Kia J.}, year={2023}, month={Oct}, pages={261–277} }
 @article{gray_ali_mcelveen_sealy_2022, title={The Cultural Significance of "We-Ness": Motivationally Influential Practices Rooted in a Scholarly Agenda on Black Education}, ISSN={["1573-336X"]}, DOI={10.1007/s10648-022-09708-y}, journal={EDUCATIONAL PSYCHOLOGY REVIEW}, author={Gray, DeLeon L. and Ali, Joanna N. and McElveen, Tamika L. and Sealy, Martinique}, year={2022}, month={Oct} }
 @article{gray_harris-thomas_ali_cummings_mcelveen_jones_2022, title={Urban Middle Schoolers' Opportunities to Belong Predict Fluctuations in Their Engagement Across the School Day}, volume={8}, ISSN={["1552-8340"]}, url={http://dx.doi.org/10.1177/00420859221117682}, DOI={10.1177/00420859221117682}, abstractNote={Existing measures of belonging in schools do not explicitly elevate the contextual and cultural insights of the educators and students they were designed to assess. Our study addresses this shortcoming through the co-creation of an Opportunities to Belong survey measure for urban middle schoolers. The tool was developed in partnership with practicing educators and normed around Black and Latinx students ( N = 225). Results of a multilevel confirmatory factor analysis revealed strong evidence for single factor structure. A within-persons multilevel model revealed that shifts in opportunities to belong predicted fluctuations in student engagement across different academic courses. Implications are discussed.}, journal={URBAN EDUCATION}, publisher={SAGE Publications}, author={Gray, DeLeon L. and Harris-Thomas, Brooke and Ali, Joanna N. and Cummings, Taylor N. and McElveen, Tamika L. and Jones, Tamecia R.}, year={2022}, month={Aug} }