@article{nicolai_morton_de la torre_decuir-gunby_koenka_2024, title={Navigating growing pains: Tensions in integrating critical race theory in psychology and strategies for addressing them}, volume={3}, ISSN={["1540-4560"]}, url={https://doi.org/10.1111/josi.12602}, DOI={10.1111/josi.12602}, abstractNote={Abstract}, journal={JOURNAL OF SOCIAL ISSUES}, author={Nicolai, Korinthia D. and Morton, Terrell R. and De La Torre, Corina and DeCuir-Gunby, Jessica T. and Koenka, Alison C.}, year={2024}, month={Mar} }
 @article{decuir-gunby_schutz_2024, title={The Evolution of Race-Focused and Race-Reimaged Approaches in Educational Psychology: Future Directions for the Field}, url={https://doi.org/10.1007/s10648-024-09873-2}, DOI={10.1007/s10648-024-09873-2}, abstractNote={Abstract}, journal={Educational Psychology Review}, author={DeCuir-Gunby, Jessica T. and Schutz, Paul A.}, year={2024}, month={Mar} }
 @article{decuir-gunby_2023, title={Advancing the debate: The need for policy-oriented activism research in educational psychology}, url={https://doi.org/10.1080/00461520.2023.2252070}, DOI={10.1080/00461520.2023.2252070}, abstractNote={Abstract Educational psychology is embracing the call to engage in more policy-oriented research. This special issue focuses on some of the key scholars in the field that are taking up this charge. Building upon their work, I aim to push the field to go even further, providing suggestions for how to engage in policy-oriented activism research within educational psychology. I also provide recommendations when embarking upon policy-oriented activism research.}, journal={Educational Psychologist}, author={DeCuir-Gunby, Jessica T.}, year={2023}, month={Oct} }
 @article{kumar_decuir-gunby_2023, title={What is the role of race in educational psychology? A review of research in Educational Psychologist}, url={https://doi.org/10.1080/00461520.2022.2137804}, DOI={10.1080/00461520.2022.2137804}, abstractNote={Abstract Acknowledging that educational psychologists should be deliberate in integrating race-related issues in their research, we aim to examine the extent to which articles published in Educational Psychologist issues to date have done so. Based on an iterative search using Boolean/phrase search terms minority, ethnicity, race, culture, equity, justice, racial and ethnic, thirty-one articles (3.2% of all articles published from 1963 to 2022) met the selection criteria, with twelve of these appearing in special issues devoted specifically to race and ethnicity. Review and analyses demonstrated that the articles addressed four major themes, namely: evolving conceptualization of race, ethnicity, and culture; psychological processes; cultural, contextual, and structural factors; and methodology. From 1990 to 2022 there was and is a growing awareness for greater conceptual clarity in defining race and race-related constructs. During this time period, articles reviewed suggest a growing realization of the need to take a more situated perspective and to utilize a broader repertoire of research methods in educational psychology research. No specific trends were observed across articles in the psychological issues discussed in Educational Psychologist. We conclude with recommendations for enabling the journal and the field to become more race-focused for promoting anti-racist education.}, journal={Educational Psychologist}, author={Kumar, Revathy and DeCuir-Gunby, Jessica}, year={2023}, month={Jan} }
 @article{decuir-gunby_bindra_2022, title={How does teacher bias influence students?: An introduction to the special issue on teachers? implicit attitudes, instructional practices, and student outcomes}, volume={78}, ISSN={["1873-3263"]}, url={https://doi.org/10.1016/j.learninstruc.2021.101523}, DOI={10.1016/j.learninstruc.2021.101523}, abstractNote={Implicit bias, unconscious beliefs based upon stereotypes and prejudices, has emerged as a useful way to understand and explain issues of discrimination, particularly involving race. The influence of implicit bias has been explored in various academic disciplines and numerous contexts, including education. Despite the burgeoning research literature, there is limited research on the role implicit bias plays within the classroom. The goal of this special issue is to broaden and challenge the current thinking on teacher implicit bias and attitudes as well as their influence on students.}, journal={LEARNING AND INSTRUCTION}, publisher={Elsevier BV}, author={DeCuir-Gunby, Jessica T. and Bindra, Vandna Gill}, year={2022}, month={Apr} }
 @article{decuir-gunby_walker-devose_2022, title={NO LONGER JUST A QUALITATIVE METHODOLOGY The Rise of Critical Race Quantitative and Mixed-Methods Approaches}, ISBN={["978-1-138-49172-4", "978-1-138-49171-7"]}, DOI={10.4324/9781351032223-23}, abstractNote={Although the majority of critical race theory research utilizes qualitative approaches, there has been an increasing number of researchers who are engaging in quantitative and mixed-methods approaches. Extending our original work regarding the expansion of counterstorytelling, the purpose of this chapter is to gain a better understanding of the relationship between CRT and research methods. In doing so, we examine how critical race researchers are embracing and using quantitative and mixed-methods approaches. Implications are provided for further developing critical race methodological approaches in education.}, journal={HANDBOOK OF CRITICAL RACE THEORY IN EDUCATION, 2 EDITION}, author={DeCuir-Gunby, Jessica T. and Walker-DeVose, Dina}, year={2022}, pages={268–278} }
 @inbook{decuir-gunby_walker-devose_2021, place={New York}, edition={2nd}, title={No Longer Just a Qualitative Methodology: The Rise of Critical Race Quantitative and Mixed-Methods Approaches}, ISBN={9781351032223}, booktitle={Handbook of Critical Race Theory in Education}, publisher={Routledge}, author={DeCuir-Gunby, J.T. and Walker-DeVose, D.}, year={2021} }
 @article{decuir-gunby_johnson_edwards_mccoy_white_2020, title={African American professionals in higher education: experiencing and coping with racial microaggressions}, volume={23}, ISSN={1361-3324 1470-109X}, url={http://dx.doi.org/10.1080/13613324.2019.1579706}, DOI={10.1080/13613324.2019.1579706}, abstractNote={ABSTRACT Using a Critical Race Theory lens, we explored how African American professionals in both HBCUs and PWIs (4-year and 2-year institutions) experienced and coped with racial microaggressions. The participants in this study included fifteen African American instructors/professors and administrators. Despite the type of institution, the emerged themes from interviews indicated that participants experienced an array of racial microaggressions. In addition, many participants addressed race-related stress experienced in the workplace by engaging in both adaptive and maladaptive coping strategies. Implications are provided to discuss the impact that racial microaggressions has on African Americans in the higher education workplace.}, number={4}, journal={Race Ethnicity and Education}, publisher={Informa UK Limited}, author={DeCuir-Gunby, Jessica T. and Johnson, Oriana T. and Edwards, Callie Womble and McCoy, Whitney N. and White, Angela M.}, year={2020}, pages={492–508} }
 @inproceedings{decuir-gunby_2020, place={Denver, CO}, title={Black in higher education: Racial microaggressions, negative emotions, and coping}, author={DeCuir-Gunby, J.T.}, year={2020}, month={Jun} }
 @inproceedings{decuir-gunby_2020, title={Critical race perspectives in the study of motivation: The role of race focused and race reimaged constructs}, author={DeCuir-Gunby, J.T.}, year={2020}, month={Aug} }
 @article{decuir-gunby_allen_boone_2020, title={Examining pre-service teachers' color-blind racial ideology, emotion regulation, and inflexibility with stigmatizing thoughts about race}, volume={60}, ISSN={["1090-2384"]}, DOI={10.1016/j.cedpsych.2020.101836}, abstractNote={In this study, we examined the relationship between 159 predominately White pre-service teachers’ color-blind racial attitudes, emotion regulation, and psychological inflexibility with stigmatizing thoughts about race. Results indicated strong relationships between color-blind racial ideology and psychological inflexibility with stigmatizing thoughts about race. Specifically, emotion regulation difficulties (suppression strategies) served as a mediator between color-blind racial ideology (unawareness of racial privilege) and psychological inflexibility with stigmatizing thoughts about race. In addition, emotion regulation difficulties (lack of emotional clarity) served as a moderator between color-blind racial ideology (blatant racial issues) and psychological inflexibility with stigmatizing thoughts about race. Similarly, emotion regulation difficulties (impulse control difficulties) served as a moderator between color-blind racial ideology (institutional discrimination) and psychological inflexibility with stigmatizing thoughts about race. The study’s overall findings highlight pre-service teachers’ difficulties with regulating their emotions in racial situations as well as how this difficulty in turn influences their ability to change negative thoughts regarding other racial groups. The study has implications for how pre-service teachers regulate racial emotions in the classroom as well as how they may potentially interact with racially diverse students.}, journal={CONTEMPORARY EDUCATIONAL PSYCHOLOGY}, author={DeCuir-Gunby, Jessica T. and Allen, Elizabeth M. and Boone, Janet K.}, year={2020}, month={Jan} }
 @inproceedings{allen_decuir-gunby_boone_2020, place={Denver, CO}, title={Making sense of teachers’ emotions and emotion regulation about race}, author={Allen, E.M. and DeCuir-Gunby, J.T. and Boone, J.K.}, year={2020}, month={Jun} }
 @inproceedings{decuir-gunby_2020, title={Mixed methods: The best of both worlds or neither?}, author={DeCuir-Gunby, J.T.}, year={2020}, month={Aug} }
 @article{white_decuir-gunby_petty_2020, title={Negotiating Intersectionality}, DOI={10.4018/978-1-7998-4858-5.ch001}, abstractNote={This concurrent mixed methods study sought to unveil how historically Black colleges and universities assist African American women with negotiating intersectional experiences within science disciplines. The authors sought to determine the relationship(s) between racial identity, science identity, and science self-efficacy beliefs of African American science students enrolled at HBCUs. The quantitative data revealed a statistically significant positive correlation between science self-efficacy and science identity for women and men. While the quantitative data indicated that racial identity (assimilation) is positively correlated to science identity for the women, the same relationship was not significant for the men. The findings indicated that science identity significantly predicted college science achievement for men but not women. }, journal={Overcoming Barriers for Women of Color in STEM Fields}, publisher={IGI Global}, author={White, Angela and DeCuir-Gunby, Jessica T. and Petty, Cailisha}, year={2020}, pages={1–33} }
 @article{bindra_decuir-gunby_2020, title={Race in Cyberspace: College Students’ Moral Identity and Engagement with Race-Related Issues on Social Media}, volume={52}, DOI={10.1007/s11256-020-00560-4}, number={3}, journal={The Urban Review}, publisher={Springer Science and Business Media LLC}, author={Bindra, Vandna Gill and DeCuir-Gunby, Jessica T.}, year={2020}, month={Feb}, pages={541–561} }
 @inproceedings{allen_decuir-gunby_boone_2020, place={Denver, CO}, title={Regulating racial emotions: Psychological inflexibility, emotion regulation, and color-blind ideology}, author={Allen, E.M. and DeCuir-Gunby, J.T. and Boone, J.K.}, year={2020}, month={Jun} }
 @inproceedings{decuir-gunby_2020, title={Reimagining educational research from a racial equity perspective}, author={DeCuir-Gunby, J.T.}, year={2020}, month={Dec} }
 @article{decuir-gunby_2020, title={Using critical race mixed methodology to explore the experiences of African Americans in education}, volume={55}, ISSN={["1532-6985"]}, DOI={10.1080/00461520.2020.1793762}, abstractNote={Abstract The goal of this article is to explore the relationship between a researcher’s inquiry worldview and methodological choices. In the analysis, I explicate my own racialized positionality and Critical Race Theory (CRT) inquiry worldview. Also, I explain my use of critical race mixed methodology (CRMM), the combining of CRT and mixed methods. In doing so, I give specific examples from my program of research. The discussion ends by my providing implications for conducting CRMM in educational psychology.}, number={4}, journal={EDUCATIONAL PSYCHOLOGIST}, author={DeCuir-Gunby, Jessica T.}, year={2020}, month={Oct}, pages={244–255} }
 @article{white_decuir-gunby_kim_2019, title={A mixed methods exploration of the relationships between the racial identity, science identity, science self-efficacy, and science achievement of African American students at HBCUs}, volume={57}, ISSN={["1090-2384"]}, DOI={10.1016/j.cedpsych.2018.11.006}, abstractNote={Utilizing a Critical Race Mixed Methodology framework, the purpose of this concurrent (QUANT +qual) mixed methods study was to investigate the relationships between the racial identity, science identity, science self-efficacy beliefs, and science achievement of 347 African American college students who attend historically Black colleges and universities (HBCUs). The quantitative data identified several statistically significant relationships between science identity, racial identity, science self-efficacy, and science achievement. The results of a path analysis suggested that college science achievement is significantly explained by science identity (indirect effect = 0.09, p < 0.01), and marginally by racial identity measures (centrality, nationalist, and public regard), with science self-efficacy serving as a mediator. In the qualitative strand, semi-structured interviews were conducted with 14 students from the quantitative strand in order to corroborate the findings between the two methods. The qualitative data revealed that HBCUs facilitate the development of the constructs of interest by establishing Black racial cohesion and Black science cohesion, as well as by building students’ science cultural capital. Overall the qualitative findings corroborated several key quantitative findings.}, journal={CONTEMPORARY EDUCATIONAL PSYCHOLOGY}, author={White, Angela M. and DeCuir-Gunby, Jessica T. and Kim, Seongtae}, year={2019}, month={Apr}, pages={54–71} }
 @inproceedings{white_decuir-gunby_2019, title={African American college students’ identity development as scientists: A mixed methods study}, author={White, A.M. and DeCuir-Gunby, J.T.}, year={2019}, month={Apr} }
 @inproceedings{decuir-gunby_2019, place={Savannah, GA}, title={Centering race in Educational Psychology: The roles of race focused and race reimaged constructs}, booktitle={Keynote Address)}, author={DeCuir-Gunby, J.T.}, year={2019}, month={Oct} }
 @inbook{decuir-gunby_schutz_2019, place={New York}, title={Critical Race Mixed Methodology: Designing a Research Study Combining Critical Race Theory and Mixed Methods Research}, ISBN={9781138294691 9781138294707 99781315100944}, booktitle={Understanding critical race research methods and methodologies: Lessons from the field}, publisher={Routledge}, author={DeCuir-Gunby, J.T. and Schutz, P.A.}, editor={DeCuir-Gunby, J.T. and Chapman, T.K. and Schutz, P.A.Editors}, year={2019}, pages={166–179} }
 @inproceedings{decuir-gunby_2019, title={Designing race focused and race reimaged research}, author={DeCuir-Gunby, J.T.}, year={2019}, month={Oct} }
 @inproceedings{decuir-gunby_allen_boone_2019, title={Examining students’ color-blind racial ideology, emotion regulation, and reconciliation of stigmatizing thoughts about race}, author={DeCuir-Gunby, J.T. and Allen, E.M. and Boone, J.K.}, year={2019}, month={Apr} }
 @inproceedings{decuir-gunby_2019, place={Toronto, CA}, title={Race matters in the study of motivation in science}, booktitle={It's About Time: Giving Serious Consideration to Race, Culture, and Equity in Motivation Scholarship symposium}, author={DeCuir-Gunby, J.T.}, year={2019}, month={Apr} }
 @inproceedings{mccoy_gibson_johnson_decuir-gunby_2019, title={Racial microaggressions and African American students at predominantly White institutions: A mixed methods study}, author={McCoy, W.N. and Gibson, S. and Johnson, O.T. and DeCuir-Gunby, J.T.}, year={2019}, month={Apr} }
 @article{chapman_decuir-gunby_2018, title={"Where do we go from Here?"}, DOI={10.4324/9781315100944-15}, journal={Understanding Critical Race Research Methods and Methodologies}, publisher={Routledge}, author={Chapman, Thandeka K. and DeCuir-Gunby, Jessica T.}, year={2018}, pages={183–191} }
 @inproceedings{grant_smith_ivy_decuir-gunby_carrigan_tanguay_2018, place={Arlington, Virginia}, title={ADVANCE-ENG success at the intersection of formal and informal networks for Women of Color engineering faculty}, author={Grant, C. and Smith, B.E. and Ivy, J.E. and DeCuir-Gunby, J.T. and Carrigan, C. and Tanguay, S.K.}, year={2018}, month={May} }
 @inproceedings{decuir-gunby_mccoy_gibson_2018, place={Pittsburgh, Pennsylvania}, title={African American college students’ experiences with racial microaggressions}, author={DeCuir-Gunby, J.T. and McCoy, W. and Gibson, S.}, year={2018}, month={Jun} }
 @inproceedings{johnson_white_womble_mccoy_decuir-gunby_2018, title={Angry sistas with PhD’s”: Experiencing gendered racial microaggressions in the higher education workplace}, author={Johnson, O.T. and White, A.M. and Womble, C. and McCoy, W.N. and DeCuir-Gunby, J.T.}, year={2018}, month={Apr} }
 @article{decuir-gunby_schutz_2018, title={Critical Race Mixed Methodology}, DOI={10.4324/9781315100944-14}, abstractNote={The use of mixed methods research has seen considerable growth in education. In addition, as racism-related issues continue to increase and are more recognized in schools, Critical Race Theory (CRT) has become frequently utilized. Because both mixed methods and CRT have gained popularity in education research, their combination is inevitable. As such, the purpose of this chapter is to discuss the combining of CRT and mixed methods research using as an example a study on African American college students’ experiences with racial microaggressions. In the study, the research team uses CRT to help frame the explanatory sequential mixed methods design (QUANT → qual), including the creation of the research questions, the instrumentation, data collection, and data analysis. In the chapter, we explain our approach to combining CRT and mixed methods research, as well as the steps we take in maintaining the fidelity of the mixed methods design/analysis process while adhering to a critical race theory framework.}, journal={Understanding Critical Race Research Methods and Methodologies}, publisher={Routledge}, author={DeCuir-Gunby, Jessica T. and Schutz, Paul A.}, year={2018}, pages={166–179} }
 @article{decuir-gunby_chapman_schutz_2018, title={Critical Race Theory, Racial Justice, and Education}, DOI={10.4324/9781315100944-1}, abstractNote={In this chapter, the authors introduce the book, authors, and issues related to the various research methods informed by Critical Race Theory and related research methodologies. The goal of the chapter is to provide the groundwork for the organization of the content and issues that are discussed in the book.}, journal={Understanding Critical Race Research Methods and Methodologies}, publisher={Routledge}, author={DeCuir-Gunby, Jessica T. and Chapman, Thandeka K. and Schutz, Paul A.}, year={2018}, pages={3–10} }
 @inproceedings{decuir-gunby_2018, place={Pittsburgh, PA}, title={I am psyched! Women of color psychologists discuss their successes and lessons learned}, author={DeCuir-Gunby, J.T.}, year={2018}, month={Jun} }
 @book{decuir-gunby_chapman_schutz_2018, title={Understanding Critical Race Research Methods and Methodologies}, DOI={10.4324/9781315100944}, publisher={Routledge}, year={2018} }
 @inproceedings{ivankova_decuir-gunby_moss_2018, place={New York}, title={Writing the methods chapter of the dissertation proposal}, author={Ivankova, N. and DeCuir-Gunby, J.T. and Moss, P.}, year={2018}, month={Apr} }
 @inbook{decuir-gunby_schutz_harris_2017, place={New York, NY}, title={A future agenda for researching race and ethnicity in the study of motivation in educational contexts}, booktitle={Race and ethnicity in the study of motivation in education}, publisher={Routledge}, author={DeCuir-Gunby, J.T. and Schutz, P.A. and Harris, S.D.}, editor={DeCuir-Gunby, J.T. and Schutz, P.A.Editors}, year={2017}, pages={201–211} }
 @inproceedings{johnson_womble_white_mccoy_decuir-gunby_2017, title={African Americans in the Higher Education Workplace Context: Experiencing and Coping with Racial Microaggressions}, author={Johnson, O. and Womble, C. and White, A. and McCoy, W. and DeCuir-Gunby, J.T.}, year={2017}, month={Apr} }
 @inproceedings{gill_decuir-gunby_2017, title={An exploration of moral identity and race relations in cyberspace: Implications for Education}, author={Gill, V. and DeCuir-Gunby, J.T.}, year={2017}, month={Apr} }
 @inproceedings{decuir-gunby_johnson_womble_white_mccoy_2017, place={Albuquerque, NM}, title={Coping with Racial Microaggressions in the Higher Education Work Context}, author={DeCuir-Gunby, J.T. and Johnson, O. and Womble, C. and White, A. and McCoy, W.}, year={2017}, month={Jun} }
 @inproceedings{decuir-gunby_schutz_2017, title={Critical Race Methodology: Combining Critical Race Theory and Mixed Methods Research}, author={DeCuir-Gunby, J.T. and Schutz, P.A.}, year={2017}, month={Apr} }
 @book{decuir-gunby_schutz_2017, title={Developing a Mixed Methods Proposal: A Practical Guide for BeginningResearchers}, DOI={10.4135/9781483399980}, publisher={SAGE Publications, Inc.}, author={DeCuir-Gunby, Jessica T. and Schutz, Paul A.}, year={2017} }
 @inproceedings{johnson_womble_white_mccoy_decuir-gunby_2017, title={Examining the psychological impacts of racial microaggressions on African Americans in higher education}, author={Johnson, O. and Womble, C. and White, A. and McCoy, W. and DeCuir-Gunby, J.T.}, year={2017}, month={Aug} }
 @inbook{schutz_decuir-gunby_2017, place={New York, NY}, title={Researching race and ethnicity in the study of motivation in educational contexts: An introduction}, booktitle={Race and ethnicity in the study of motivation in education}, publisher={Routledge}, author={Schutz, P.A. and DeCuir-Gunby, J.T.}, editor={DeCuir-Gunby, J.T. and Schutz, P.A.Editors}, year={2017}, pages={3–10} }
 @inbook{baggett_simmons_eggleton_decuir-gunby_2016, place={Jefferson, NC}, title={"Cause they're not learning for our world; they're learning for theirs": A critical race theory and phenomenological variant of ecological systems theory analysis of season 4 of The Wire}, booktitle={Teaching The Wire: Frameworks, theories, and strategies for the classroom}, publisher={McFarland Publishing}, author={Baggett, H.C. and Simmons, C. and Eggleton, S.R. and DeCuir-Gunby, J.T.}, editor={Gaynor, T.S. and Taliaferro, J.D.Editors}, year={2016}, pages={40–62} }
 @misc{henderson_decuir-gunby_gill_2016, title={"It Really Takes a Village": A Socio-Ecological Model of Resilience for Prevention Among Economically Disadvantaged Ethnic Minority Youth}, volume={37}, ISSN={["1573-6547"]}, DOI={10.1007/s10935-016-0446-3}, abstractNote={Promoting resilience prevents maladaptation among economically disadvantaged ethnic minority (EDEM) youth. EDEM youth need access to a variety of assets and promotive factors (i.e., resources) in the family, school, and community system to counter risks and promote positive adaptation. However, the field lacks a socio-ecological model of resilience for prevention targeted towards EDEM youth. We aim to review assets and promotive factors in the family, school, and community systems to present a socio-ecological model of resilience for the prevention of negative educational and health outcomes among EDEM youth. We reorient the social ecologies of EDEM youth from "at risk" to "at promise" focusing on family and community-centered prevention models. We discuss implications for the design of prevention strategies as well as their implementation and methodological challenges.}, number={5}, journal={JOURNAL OF PRIMARY PREVENTION}, author={Henderson, Dawn X. and DeCuir-Gunby, Jessica and Gill, Vandna}, year={2016}, month={Oct}, pages={469–485} }
 @inproceedings{gill_decuir-gunby_2016, title={An exploration of moral identity and race relations in cyberspace}, author={Gill, V.K. and DeCuir-Gunby, J.T.}, year={2016}, month={Jun} }
 @misc{gunby_decuir-gunby_2016, title={Developing culturally relevant cases: Implications for physical therapy classrooms}, author={Gunby, N. W., Jr and DeCuir-Gunby, J. T.}, year={2016} }
 @book{decuir-gunby_schutz_2016, title={Race and Ethnicity in the Study of Motivation in Education}, DOI={10.4324/9781315716909}, abstractNote={Teacher expectancy research has added to our understanding about the ways 
teachers communicate their expectations to students (see Brophy & Good, 1970) 
as well as how students perceive differential teacher behavior (e.g., Weinstein, Marshall, Sharp, & Botkin, 1987) and its effect on students’ own perceptions of ability 
(e.g., Harris, Rosenthal, & Snodgrass, 1986). Indeed, the established presence of 
research on teacher expectations in teacher preparation programs (e.g., Barnes, 
1987) and licensure standards (e.g., Council of Chief State School Officers, 2011) 
is a testament to its influence. Despite the marked presence of teacher expectancy in teacher training, however, traditionally marginalized students-students 
who face particularly onerous obstacles associated with poverty and prejudicecontinue to be underrepresented in a vast array of achievement outcomes (e.g., 
achievement test scores, high school completion, college matriculation). Scholars 
have argued that disparities will persist if we do not attend to the reasons teachers’ 
expectations are often confounded with students’ cultural background (LadsonBillings, 1999; Villegas & Lucas, 2002).}, publisher={Routledge}, year={2016}, month={Jun} }
 @article{decuir-gunby_gunby_2016, title={Racial Microaggressions in the Workplace: A Critical Race Analysis of the Experiences of African American Educators}, volume={51}, ISSN={["1552-8340"]}, DOI={10.1177/0042085916628610}, abstractNote={The purpose of this study was to examine the impact of racial microaggressions, racial/ethnic identity, and coping, as they relate to job satisfaction. We found that the experiencing of racial microaggressions negatively affects job satisfaction and that educators in higher education contexts often engage in detachment coping. Job satisfaction was also affected by marital status and gender. This study is important because it helps to better understand how African American educators cope with the experiencing of racial microaggressions and how this affects their experiences in and perceptions of the workplace.}, number={4}, journal={URBAN EDUCATION}, author={DeCuir-Gunby, Jessica T. and Gunby, Norris W., Jr.}, year={2016}, month={Apr}, pages={390–414} }
 @misc{decuir-gunby_2016, title={The Importance of Addressing Racism in our Schools}, author={DeCuir-Gunby, J.T.}, year={2016} }
 @inproceedings{harris_garbutt_white_gill_decuir-gunby_2016, title={The learning context and adolescents’ development of scientific identity: Exploring the contributions of attending a diverse STEM academy}, author={Harris, S.D. and Garbutt, B. and White, A. and Gill, V.K. and DeCuir-Gunby, J.T.}, year={2016}, month={May} }
 @inproceedings{decuir-gunby_schutz_2016, title={The mixed methods proposal: A practical guide for beginning researchers in the social sciences}, author={DeCuir-Gunby, J.T. and Schutz, P.A.}, year={2016}, month={Apr} }
 @article{schutz_decuir-gunby_williams-johnson_2016, title={Using Multiple and Mixed Methods to Investigate Emotions in Educational Contexts}, DOI={10.1007/978-3-319-29049-2_17}, journal={Methodological Advances in Research on Emotion and Education}, publisher={Springer International Publishing}, author={Schutz, Paul A. and DeCuir-Gunby, Jessica T. and Williams-Johnson, Meca R.}, year={2016}, month={Mar}, pages={217–229} }
 @article{decuir_dixson_2016, title={“So When It Comes Out, They Aren’t That Surprised That It Is There”: Using Critical Race Theory as a Tool of Analysis of Race and Racism in Education}, volume={33}, DOI={10.3102/0013189x033005026}, abstractNote={J asmine,' an African-American 9thexamining the educational experiences of cluding areas that can be considered upper grade student, described the racial and African-American students. Critical Race class, middle class, and less affluent areas. cultural climate at Wells Academy, an Theory (CRT) is a useful perspective from Most of the African American students, elite, predominately White, independent which to explore such phenomena. In this however, are considered middle class.2 school. She stated, "Everybody knows that article, we will illustrate how CRT can be Two such African-American students racism exists and that people are racist. So used to examine the experiences of were Malcolm and Barbara. Malcolm was when it comes out, they [faculty and stuAfrican-American students. We will use a 17-year-old senior from a middle-class dents] aren't that surprised that it is there." the counterstories of African-American family. He was very active in school leadAs Jasmine asserted, racism is prevalent in students at Wells Academy, an elite, preership activities and was an athlete. Barall aspects of society, with schools not dominately White, independent school. bara was an 18-year-old recent graduate being an exception. However, what is Wells Academy from a prominent, upper-class family. She most interesting about her statement is was also very active in school leadership thatWells Academy is located in a major city activities. Both students were very proud monplace within the school walls that in an affluent, predominately White area of their African-American heritage and monplace within the school walls that in the southeastern United States. Propoften participated in the African-Ameriwhen it appears, e erty values in this community range from can cultural activities at Wells. has already begun to understand the per$450,000 to over $3 million. Wells has Because of Malcolm's and Barbara's}, number={5}, journal={Educational Researcher}, publisher={American Educational Research Association (AERA)}, author={DeCuir, Jessica T. and Dixson, Adrienne D.}, year={2016}, month={Jul}, pages={26–31} }
 @inproceedings{grant_decuir-gunby_smith_2015, title={More than a data point: Women STEM faculty leading and ADVANCE-ENG change}, author={Grant, C. and DeCuir-Gunby, J.T. and Smith, B.}, year={2015}, month={Jun} }
 @misc{decuir-gunby_2015, title={The experiences of African Americans in educational contexts: An exploration of race and racial identity}, author={DeCuir-Gunby, J.T.}, year={2015} }
 @inproceedings{schutz_decuir-gunby_williams-johnson_2015, title={Using multiple and mixed methods to investigate emotions in educational contexts}, author={Schutz, P.A. and DeCuir-Gunby, J.T. and Williams-Johnson, M.R.}, year={2015}, month={Apr} }
 @book{marshall_decuir-gunby_mcculloch_2015, title={When critical multiculturalism meets mathematics: A mixed methods study of professional development and teacher identity}, ISBN={9781475808483}, publisher={Lanham, Maryland: Rowman & Littlefield Pub Inc}, author={Marshall, P. L. and DeCuir-Gunby, J. T. and McCulloch, A. W.}, year={2015} }
 @article{dowden_decuir-gunby_warren_boston_2014, title={A Phenomenological Analysis of Invisibility Among African-American Males: Implications for Clinical Practice and Client Retention}, volume={4}, ISSN={2164-3989}, url={http://dx.doi.org/10.15241/ard.4.1.58}, DOI={10.15241/ard.4.1.58}, abstractNote={This article reports the results of a phenomenological study of racial identity development that asked the following 
questions: How do African-American males cope with invisibility experiences? What role do counselors play in assisting African-American males cope with invisibility experiences? The study involved the use of semi-structured interviews to explore invisibility experiences among seven African-American males. Results identified four 
thematic codes: self-affirmation, self-awareness, coping strategies in overcoming invisibility, and providing effective 
counseling to African-American males.}, number={1}, journal={The Professional Counselor}, publisher={The Professional Counselor at the National Board for Certified Counselors}, author={Dowden, Angel Riddick and DeCuir-Gunby, Jessica Decuir and Warren, Jeffrey M. and Boston, Quintin}, year={2014}, month={Apr}, pages={58–70} }
 @inproceedings{decuir-gunby_gunby_brown_simmons_2014, title={African Americans’ coping with racial microaggressions in the workplace}, author={DeCuir-Gunby, J. T. and Gunby, N.W., Jr. and Brown, S. and Simmons, M.}, year={2014}, month={Jun} }
 @misc{decuir-gunby_2014, title={African American’s experiences with racial microaggresssions: Implications for Education}, author={DeCuir-Gunby, J.T.}, year={2014} }
 @misc{decuir-gunby_carlton-parsons_mizelle-johnson_2014, title={Difficulties advancing within predominately White institutions}, author={DeCuir-Gunby, J.T. and Carlton-Parsons, E.R. and Mizelle-Johnson, N.}, year={2014}, month={May} }
 @inproceedings{decuir-gunby_davis_2014, title={Examining the social and cultural influences on adolescents’ development of scientific identity}, author={DeCuir-Gunby, J.T. and Davis, H.A.}, year={2014}, month={Apr} }
 @misc{decuir-gunby_2014, title={Exploring the experiences of African Americans in educational contexts}, author={DeCuir-Gunby, J.T.}, year={2014} }
 @article{decuir-gunby_schutz_2014, title={Researching Race Within Educational Psychology Contexts}, volume={49}, ISSN={["1532-6985"]}, DOI={10.1080/00461520.2014.957828}, abstractNote={In this article, we question why race as a sociohistorical construct has not traditionally been investigated in educational psychology research. To do so, we provide a historical discussion of the significance of race as well as present current dilemmas in the exploration of race, including an examination of the incidence and prevalence of race-related constructs in top educational psychology journals. As a means of expanding educational psychology's use of race as a sociohistorical construct, we introduce the concepts of race-focused and race-reimaged constructs. We end the article with suggestions for how we can begin exploring race as a sociohistorical construct in the field of educational psychology, including the need to challenge traditional paradigms and embrace culturally relevant methodologies.}, number={4}, journal={EDUCATIONAL PSYCHOLOGIST}, author={DeCuir-Gunby, Jessica T. and Schutz, Paul A.}, year={2014}, month={Oct}, pages={244–260} }
 @inproceedings{decuir-gunby_2014, title={Researching race and ethnicity in the study of learning and motivation in social and cultural contexts}, author={DeCuir-Gunby, J.T.}, year={2014}, month={Apr} }
 @article{wilson_edgington_sztajn_decuir-gunby_2014, title={Teachers, Attributions, and Students’ Mathematical Work}, DOI={10.1007/978-3-319-02562-9_7}, journal={Research Trends in Mathematics Teacher Education}, publisher={Springer International Publishing}, author={Wilson, P. Holt and Edgington, Cyndi and Sztajn, Paola and DeCuir-Gunby, Jessica}, year={2014}, month={May}, pages={115–132} }
 @inbook{taliaferro_decuir-gunby_2013, place={Waco, TX}, title={"Being an only”: The experience of a gifted African American students in an elite scholarship program}, ISBN={9781618210296}, booktitle={Young, Triumphant, and Black: Overcoming the Tyranny of Segregated Minds in Desegregated Schools}, publisher={Prufrock Press Inc.}, author={Taliaferro, J.D. and DeCuir-Gunby, J.T.}, editor={Grantham, T.C. and Scott, M.F.T. and Harmon, D.A.Editors}, year={2013}, pages={157–164} }
 @article{decuir-gunby_grant_gregory_2013, title={EXPLORING CAREER TRAJECTORIES FOR WOMEN OF COLOR IN ENGINEERING: THE EXPERIENCES OF AFRICAN AMERICAN AND LATINA ENGINEERING PROFESSORS}, volume={19}, DOI={10.1615/jwomenminorscieneng.2013005769}, abstractNote={The goal of this study was to focus on how critical events, people, and situations influenced the career trajectories of African American and Latina women in engineering. We used a critical race feminism framework, focusing on the areas of intersectionality, identity as the other, and employment and discrimination to explore the experiences of 11 African American and Latina women engineering professors. In analyzing the data, we found four major themes; i.e., familial influence and support, high school enrichment experiences, university experiences (undergraduate and graduate), and professional experiences in industry. This study is important because it helps to identify the many areas in which engineering career trajectories of women of color can be influenced by a variety of people, experiences, and contexts.}, number={3}, journal={Journal of Women and Minorities in Science and Engineering}, publisher={Begell House}, author={DeCuir-Gunby, Jessica T. and Grant, Christine and Gregory, Bradley B.}, year={2013}, pages={209–225} }
 @inproceedings{decuir-gunby_walker-devose_2013, title={Expanding the Counterstory: The Potential for Critical Race Mixed Methods Studies in Education}, author={DeCuir-Gunby, J.T. and Walker-DeVose, D.C.}, year={2013}, month={Apr} }
 @article{marshall_decuir-gunby_mcculloch_2013, title={In Search of Professional Dispositions that Yield Cultural Relevance in Primary Grade Pedagogy: A Cautionary Tale of One Kindergarten Teacher}, DOI={10.9741/2161-2978.1046}, abstractNote={Abstract Primary grade teachers are challenged to establish firm learning foundations for all children, yet for manyteachers cultural diversity makes this a complex pedagogical challenge. It is widely assumed that the successwith which teachers meet this challenge is reflected in their dispositions toward diversity, and ultimatelytoward culturally relevant pedagogy as a professional orientation. This article describes a multi-year study ofcultural relevance in early mathematics teaching. Using the case of one kindergarten teacher who exhibitedpositive dispositions toward cultural relevance, the authors examine factors that seemed to work against itsadoption in her pedagogy. Keywords Cultural pluralism, Culturally relevant pedagogy, Early mathematics, Mathematics – Study and teaching(Primary), Multicultural education, Professional development, Teachers – Training of Cover Page Footnote The research was supported by a grant from the National Science Foundation (Award # 0353412). Anyopinions, findings, and conclusions or recommendations reported herein are those of the authors and do notnecessarily reflect the views of the National Science Foundation.}, journal={Journal of Praxis in Multicultural Education}, author={Marshall, Patricia L. and DeCuir-Gunby, Jessica T. and McCulloch, Allison W.}, year={2013}, month={Apr} }
 @inproceedings{wilson_sztajn_edgington_meyers_decuir-gunby_2013, title={Learning trajectories and student-centered teaching practices}, author={Wilson, P.H. and Sztajn, P. and Edgington, C. and Meyers, M. and DeCuir-Gunby, J.T.}, year={2013}, month={Jul} }
 @article{mcculloch_marshall_decuir-gunby_caldwell_2013, title={Math Autobiographies: A Window into Teachers' Identities as Mathematics Learners}, volume={113}, DOI={10.1111/ssm.12041}, abstractNote={Mathematics autobiographies have the potential to help teachers reflect on their identities as mathematics learners and to understand their role in the development of their students' mathematics identities. This paper reports on a professional development project for K‐2 teachers (n = 41), in which participants were asked to write mathematics autobiographies. Using an adaptation of an existing framework for characterizing teachers' mathematics stories, we describe the consistencies among the participants' experiences as mathematics learners and the events that are identified as being the impetus for a transition from a negative to a positive attitude toward mathematics. Implications for both teachers and teacher educators are presented.}, number={8}, journal={School Science and Mathematics}, publisher={Wiley}, author={McCulloch, Allison W. and Marshall, Patricia L. and DeCuir-Gunby, Jessica T. and Caldwell, Ticola S.}, year={2013}, pages={380–389} }
 @misc{grant_decuir-gunby_2013, title={More than a data point: Engaging voices of women of color from within the STEM academy}, author={Grant, C. and DeCuir-Gunby, J.T.}, year={2013}, month={Apr} }
 @inbook{decuir-gunby_taliaferro_2013, place={NY}, title={The impact of school resegregation on the racial identity development of African American students: The example of Wake County}, ISBN={9780203522226}, booktitle={The Resegregation of School: Education and Race in the 21st Century}, publisher={Routledge}, author={DeCuir-Gunby, J.T. and Taliaferro, J.D.}, editor={Donnor, J.K. and Dixson, A.D.Editors}, year={2013}, pages={139–163} }
 @inproceedings{casstevens_taliaferro_decuir-gunby_2013, title={Working with African American clients using narrative therapy: An operational citizenship/critical race theory framework}, author={Casstevens, W.J. and Taliaferro, J.D. and DeCuir-Gunby, J.T.}, year={2013}, month={May} }
 @article{taliaferro_casstevens_decuir-gunby_2013, title={Working with African American families using narrative therapy: An operational citizenship and critical race theory framework}, volume={1}, ISSN={1446-5019}, journal={The International Journal of Narrative Therapy and Community Work}, author={Taliaferro, J.D. and Casstevens, W.J. and DeCuir-Gunby, J.T.}, year={2013}, pages={34–45} }
 @article{decuir-gunby_martin_cooper_2012, title={African American Students in Private, Independent Schools: Parents and School Influences on Racial Identity Development}, volume={44}, ISSN={0042-0972 1573-1960}, url={http://dx.doi.org/10.1007/S11256-011-0178-X}, DOI={10.1007/S11256-011-0178-X}, number={1}, journal={The Urban Review}, publisher={Springer Science and Business Media LLC}, author={DeCuir-Gunby, Jessica T. and Martin, Pamela P. and Cooper, Shauna M.}, year={2012}, month={Mar}, pages={113–132} }
 @inproceedings{decuir-gunby_grant_gregory_2012, title={Developing the goal to become an engineer: A critical race feminist analysis of the experiences of African American and Latina professors}, author={DeCuir-Gunby, J.T. and Grant, C. and Gregory, B.}, year={2012}, month={Apr} }
 @misc{decuir-gunby_2012, title={Meritocracy}, author={DeCuir-Gunby, J.T.}, year={2012}, month={Apr} }
 @inproceedings{sztajn_wilson_decuir-gunby_edgington_2012, title={Teachers’ attributions for students’ mathematical work}, author={Sztajn, P. and Wilson, P.H. and DeCuir-Gunby, J.T. and Edgington, C.}, year={2012}, month={Nov} }
 @article{decuir-gunby_marshall_mcculloch_2012, title={Using Mixed Methods to Analyze Video Data: A Mathematics Teacher Professional Development Example}, volume={6}, ISSN={["1558-6898"]}, DOI={10.1177/1558689811421174}, abstractNote={ This article uses data from 65 teachers participating in a K-2 mathematics professional development research project as an example of how to analyze video recordings of teachers’ classroom lessons using mixed methods. Through their discussion, the authors demonstrate how using a mixed methods approach to classroom video analysis allows researchers to draw more comprehensive conclusions about participants both collectively and individually. Implications for using a mixed methods approach to analyze classroom video research are provided. }, number={3}, journal={JOURNAL OF MIXED METHODS RESEARCH}, author={DeCuir-Gunby, Jessica T. and Marshall, Patricia L. and McCulloch, Allison W.}, year={2012}, month={Jul}, pages={199–216} }
 @article{tasgold_decuir-gunby_2012, title={Using film to teach adolescent development: The Twilight Example}, volume={12}, number={3}, journal={The Journal of Effective Teaching}, author={Tasgold, J. and DeCuir-Gunby, J.T.}, year={2012}, pages={87–93} }
 @inproceedings{decuir-gunby_2011, title={Careers in Educational Psychology}, author={DeCuir-Gunby, J.T.}, year={2011}, month={Aug} }
 @inproceedings{grant_bowles_decuir-gunby_2010, title={ADVANCE-ENG girls to women: An innovative engineering faculty-student mentoring summit for underrepresented minority (URM) girls and their mothers}, author={Grant, C. and Bowles, T. and DeCuir-Gunby, J.T.}, year={2010}, month={Jun} }
 @misc{decuir-gunby_2010, title={Critical Race Theory and Educational Research professional development course}, author={DeCuir-Gunby, J.T.}, year={2010}, month={Apr} }
 @article{decuir-gunby_marshall_mcculloch_2010, title={Developing and Using a Codebook for the Analysis of Interview Data: An Example from a Professional Development Research Project}, volume={23}, DOI={10.1177/1525822x10388468}, abstractNote={ This article gives specific steps on how to create a codebook for coding interview data. The authors examine the development of theory- and data-driven codes through the discussion of a professional development (PD) research project. They also discuss how to train others to code using the codebook, including how to establish reliability. The authors end with practical suggestions from their experiences in creating a codebook. }, number={2}, journal={Field Methods}, publisher={SAGE Publications}, author={DeCuir-Gunby, Jessica T. and Marshall, Patricia L. and McCulloch, Allison W.}, year={2010}, pages={136–155} }
 @article{decuir-gunby_taliaferro_greenfield_2010, title={Educators' Perspectives on Culturally Relevant Programs for Academic Success: The American Excellence Association}, volume={42}, ISSN={["1552-3535"]}, DOI={10.1177/0013124509349874}, abstractNote={ This study examines educators’ perspectives of the American Excellence Association (AEA). Using interviews with 16 educators (teachers, counselors, and principals) from 10 high schools, we explored their perceptions regarding AEA’s impact on student participants as well as the potential for this type of culturally relevant programming for closing the achievement gap in their respective schools. Results of the analysis suggest that the educators perceive that the AEA fosters an achievement culture and provides participants with a genuine sense of ownership, creating a feeling of belonging and cultural competence, and helping develop critical consciousness through community service. Recommendations are made regarding the use of AEA as a model initiative for transforming the educational experiences of students of color. }, number={2}, journal={EDUCATION AND URBAN SOCIETY}, author={DeCuir-Gunby, Jessica T. and Taliaferro, Jocelyn DeVance and Greenfield, Derek}, year={2010}, month={Jan}, pages={182–204} }
 @misc{decuir-gunby_2010, title={Learning Strategies in the College Classroom}, author={DeCuir-Gunby, J.T.}, year={2010} }
 @inproceedings{mcculloch_marshall_decuir-gunby_2010, title={Math autobiographies and early elementary teaching: What is your math story?}, author={McCulloch, A.W. and Marshall, P.L. and DeCuir-Gunby, J.T.}, year={2010}, month={Oct} }
 @inbook{marshall_mcculloch_decuir-gunby_2010, place={Lanham, MD}, title={Nurturing a creative curiosity for K-2 mathematics teaching: Lessons from the dreamkeepers}, ISBN={9781607095804, 1607095807}, booktitle={Cultivating Curious and Creative Minds: The Role of Teachers and Teacher Educators: Part I. Teacher Education Yearbook XVIII}, publisher={Rowman & Littlefield Education/Association of Teacher Educators}, author={Marshall, P.L. and McCulloch, A.W. and DeCuir-Gunby, J.T.}, editor={Craig, C.J. and Deretchin, L.F.Editors}, year={2010}, month={Jan}, pages={132–160} }
 @inproceedings{marshall_decuir-gunby_mcculloch_2010, title={Professional dispositions, cultural relevance, and early mathematics instruction: Case study of a primary level teacher}, author={Marshall, P.L. and DeCuir-Gunby, J.T. and McCulloch, A.}, year={2010}, month={Apr} }
 @inproceedings{gunby_taliaferro_decuir-gunby_leach_2010, title={The eye of the storm: Social work and nonprofit organizations’ responses to Hurricanes Katrina and Rita}, author={Gunby, N.W. and Taliaferro, J.D. and DeCuir-Gunby, J.T. and Leach, M.T.}, year={2010}, month={Mar} }
 @inproceedings{decuir-gunby_marshall_mcculloch_2010, title={Video Analysis as a mixed methods approach: A Teacher Professional Development Example}, author={DeCuir-Gunby, J.T. and Marshall, P. and McCulloch, A.}, year={2010}, month={Apr} }
 @article{taliaferro_decuir-gunby_allen-eckard_2009, title={'I can see parents being reluctant': perceptions of parental involvement using child and family teams in schools}, volume={14}, ISSN={["1356-7500"]}, DOI={10.1111/j.1365-2206.2008.00594.x}, abstractNote={ABSTRACT}, number={3}, journal={CHILD & FAMILY SOCIAL WORK}, author={Taliaferro, Jocelyn DeVance and DeCuir-Gunby, Jessica and Allen-Eckard, Kara}, year={2009}, month={Aug}, pages={278–288} }
 @misc{decuir-gunby_2009, title={A Review of the Racial Identity Development of African American Adolescents: The Role of Education}, volume={79}, ISSN={["1935-1046"]}, DOI={10.3102/0034654308325897}, abstractNote={ The purpose of this article is to provide a review and etiology of research on racial identity development of African American adolescents in the field of education. This review explores the Black racial identity (BRI) literature, focusing on how BRI has been examined. In particular, the review concentrates on the literature’s use of surveying instruments, the instruments’ psychometric evidence, and the instruments’ use in education. This article ends with a discussion of BRI research, offering implications for adolescents in education and future directions for research. }, number={1}, journal={REVIEW OF EDUCATIONAL RESEARCH}, author={DeCuir-Gunby, Jessica T.}, year={2009}, month={Mar}, pages={103–124} }
 @article{mcculloch_marshall_decuir-gunby_2009, title={Cultural Capital in Children's Number Representations: Reflect and Discuss}, volume={16}, DOI={10.5951/tcm.16.3.0184}, abstractNote={Youngsters' out-of-school knowledge influences their pictorial representations of number.}, number={3}, journal={Teaching Children Mathematics}, publisher={National Council of Teachers of Mathematics}, author={McCulloch, Allison W. and Marshall, Patricia L. and DeCuir-Gunby, Jessica T.}, year={2009}, month={Oct}, pages={184–189} }
 @inbook{dixson_decuir-gunby_2009, place={UK}, title={From jezebels to nappy headed hos: African American adolescent girls, language, and identity}, booktitle={African American Women’s Language: Discourse, education, and identity}, publisher={Cambridge Scholars Publishing}, author={Dixson, A.D. and DeCuir-Gunby, J.T.}, editor={Lanehart, S.Editor}, year={2009}, pages={18–34} }
 @article{decuir-gunby_aultman_schutz_2009, title={Investigating Transactions Among Motives, Emotional Regulation Related to Testing, and Test Emotions}, volume={77}, ISSN={["1940-0683"]}, DOI={10.3200/JEXE.77.4.409-438}, abstractNote={The authors examined the relationships among achievement motives, emotional regulation, and emotions. They collected data from 425 college undergraduates (110 men, 315 women) and used several scales, including the Achievement Motives Scales (K. Hagtvet & L. Zou, 2000), the Emotional Regulation During Testing Scale (P. A. Schutz, C. DiStefano, J. Benson, & H. A. Davis, 2004), and the Regensburg Academic Emotions Questionnaire (R. Pekrun, T. Goetz, R. P. Perry, K. Kramer, & M. Hochstadt, 2004). Findings suggest that approach—avoidance motives were related to different academic emotions (i.e., pleasant and unpleasant) in the expected directions. Approach—avoidance variables, cognitive-appraisal processes, and during-testing processes explained significant amounts of variance in both test hope and test pride, and several categories of students emerged, including those of high approach—low avoidance, low approach—high avoidance, moderate approach—high avoidance, high approach—moderate avoidance, and moderate approach—low avoidance. The authors also discuss future research and implications.}, number={4}, journal={JOURNAL OF EXPERIMENTAL EDUCATION}, publisher={Informa UK Limited}, author={DeCuir-Gunby, Jessica T. and Aultman, Lori Price and Schutz, Paul A.}, year={2009}, pages={409–436} }
 @article{decuir-gunby_long-mitchell_grant_2009, title={The Emotionality of Women Professors of Color in Engineering: A Critical Race Theory and Critical Race Feminism Perspective}, DOI={10.1007/978-1-4419-0564-2_16}, journal={Advances in Teacher Emotion Research}, publisher={Springer US}, author={DeCuir-Gunby, Jessica T. and Long-Mitchell, Linda A. and Grant, Christine}, year={2009}, month={Jul}, pages={323–342} }
 @article{taliaferro_decuir-gunby_2008, title={African American educators' perspectives on the advanced placement opportunity gap}, volume={40}, DOI={10.1007/s11256-007-0066-6}, number={2}, journal={Urban Review}, author={Taliaferro, J. D. and DeCuir-Gunby, Jessica}, year={2008}, pages={164–185} }
 @article{schutz_benson_decuir-gunby_2008, title={Approach/Avoidance motives, test emotions, and emotional regulation related to testing}, volume={21}, ISSN={["1477-2205"]}, DOI={10.1080/10615800701787672}, abstractNote={Abstract This research stems from our program of work that focuses on understanding how students regulated their emotions related to testing. The primary goal for this study was to incorporate the approach/avoidance motives into a model of emotional regulation related to testing. In addition, a secondary goal was to report on efforts at construct validation of the scores obtained during the refinement of the Emotional Regulation Related to Testing (ERT) Scale. Our results suggest that underlying beliefs, such as approach/avoid motives and the cognitive-appraisal process, of the ERT had both direct and indirect effects to both pleasant and unpleasant emotions related to testing. In addition, the ERT accounted for 56% of the variance in Pleasant and 87% of Unpleasant Test Emotions.}, number={3}, journal={ANXIETY STRESS AND COPING}, author={Schutz, Paul A. and Benson, Jeri and Decuir-Gunby, Jessica T.}, year={2008}, pages={263–281} }
 @inproceedings{dixson_decuir-gunby_2008, title={From jezebels to nappy headed hos: African American adolescent girls, language, and identity}, author={Dixson, A. and DeCuir-Gunby, J.T.}, year={2008}, month={Mar} }
 @inproceedings{decuir-gunby_marshall_2008, title={K-2 teachers’ beliefs about the role of culture in mathematics teaching and learning}, author={DeCuir-Gunby, J.T. and Marshall, P.}, year={2008}, month={Apr} }
 @inproceedings{marshall_decuir-gunby_2007, title={A study of k-2 teachers’ professional development toward integrating cultural relevance in early mathematics instruction}, author={Marshall, P. and DeCuir-Gunby, J.T.}, year={2007}, month={Nov} }
 @inproceedings{marshall_decuir-gunby_meyers_2007, title={Attending to culture in k-2 mathematics teaching and learning: Insights from the NMD project}, author={Marshall, P. and DeCuir-Gunby, J.T. and Meyers, M.}, year={2007}, month={Mar} }
 @inproceedings{marshall_decuir-gunby_meyers_2007, title={Culturally relevant pedagogy and CGI mathematics: Possibilities for connections in the primary grades}, author={Marshall, P. and DeCuir-Gunby, J.T. and Meyers, M.}, year={2007}, month={Nov} }
 @article{decuir-gunby_2007, title={Negotiating Identity in a Bubble: A Critical Race Analysis of African American High School Students' Experiences in an Elite, Independent School}, volume={40}, ISSN={1066-5684 1547-3457}, url={http://dx.doi.org/10.1080/10665680601093507}, DOI={10.1080/10665680601093507}, abstractNote={This study used critical race theory to examine how African American adolescents negotiated race and class identity at Wells Academy, a predominately white, independent school. Interviews were conducted, exploring the experiences of six African American high school students. Their counterstories were analyzed focusing on the critique of liberalism, including meritocracy and colorblindness. Several common themes emerged from the students' counterstories regarding their experiences, including Wells' reputation, problems with the elite context, and the difficulty of negotiating African American identity in a “bubble.” Recommendations are made regarding African American identity in the independent school context.}, number={1}, journal={Equity & Excellence in Education}, publisher={Informa UK Limited}, author={DeCuir-Gunby, Jessica T.}, year={2007}, month={Apr}, pages={26–35} }
 @inproceedings{marshall_decuir-gunby_2007, title={Nurturing mathematics dreamkeepers}, author={Marshall, P.L. and DeCuir-Gunby, J.T.}, year={2007}, month={Sep} }
 @article{decuir-gunby_williams_2007, title={The Impact of Race and Racism on Students' Emotions}, DOI={10.1016/b978-012372545-5/50013-7}, abstractNote={Race-related differences are highly documented in educational research. Most of these studies examine how race and racism play a critical role in educational practices. However, few studies examine the impact of race-related issues on students' emotions. The dialogue on race and racism elicits many emotions, especially unpleasant emotions. In public settings, people of color who attend gatherings where negative stereotypes regarding people of color are discussed, may feel annoyed, angry, powerless, and pained. In addition, it has been found that raising questions about racism are uncomfortable to Whites and considered divisive. This discomfort creates unpleasant emotions for both, people of color and Whites. To understand the impact of race and racism, it is imperative to understand the emotions that are frequently associated with such topics. Research suggests that researchers, counselors, and educators must do significant work to reach a better understanding of the impact of race and racism on emotions. Schools should begin to encourage constructive dialogues among racial groups regarding race and racism, instead of shrinking away from such difficult conversations. Thus, schools need to recognize the issues of race and racism that exist in their respective school environments and society.}, journal={Emotion in Education}, publisher={Elsevier}, author={Decuir-Gunby, Jessica T. and Williams, Meca R.}, year={2007}, pages={205–219} }
 @inproceedings{taliaferro_decuir-gunby_grimmett_2006, title={Creating a Safe Space for Achievement: The National Achiever’s Society}, author={Taliaferro, J.T. and DeCuir-Gunby, J.T. and Grimmett, M.A.}, year={2006}, month={Apr} }
 @inproceedings{grant_decuir-gunby_bowles_2006, title={PURPOSE INSTITUTE: Peer mentoring summits for women engineering faculty of color}, author={Grant, C. and DeCuir-Gunby, J.T. and Bowles, T.}, year={2006}, month={Nov} }
 @inbook{decuir-gunby_2006, place={New York}, edition={1}, title={Proving your skin is white, you can have everything:” Race, racial identity and the property rights in Whiteness in the Supreme Court Case of Josephine DeCuir}, ISBN={9781315870557}, booktitle={Critical Race Theory and Education: All God’s children got a song}, publisher={Routledge}, author={DeCuir-Gunby, J.T.}, editor={Rousseau, C. and Dixson, A.Editors}, year={2006}, pages={89–111} }
 @inproceedings{decuir-gunby_williams_2006, title={The Impact of Race and Racism on Students’ Emotions: A Critical Race Analysis}, author={DeCuir-Gunby, J.T. and Williams, M.R.}, year={2006}, month={Apr} }
 @inproceedings{decuir-gunby_2005, title={Proving your skin is white, you can have everything: Race, racial identity and the property rights in Whiteness in the Supreme Court Case of Josephine DeCuir}, author={DeCuir-Gunby, J.T.}, year={2005}, month={Apr} }
 @inproceedings{schutz_decuir_garcia_aultman_2003, title={Investigating transactions among approach/avoidance motives, emotions and emotional regulation during testing}, author={Schutz, P.A. and DeCuir, J.T. and Garcia, R.I. and Aultman, L.P.}, year={2003}, month={Apr} }
 @inbook{schutz_chambless_decuir_2003, place={Hillsdale, NJ}, edition={1}, title={Multimethods research}, ISBN={9781410609373}, booktitle={Foundations for research: Methods of inquiry in education and the social sciences}, publisher={Erlbaum}, author={Schutz, P.A. and Chambless, C.B. and DeCuir, J.T.}, editor={deMarrais, K.B. and Lapan, S.D.Editors}, year={2003}, pages={267–282} }
 @inproceedings{decuir_2003, title={Negotiating identities as students: Exploring the impact of socio-historical context, race, and colorism on the identity development of African American adolescents}, author={DeCuir, J.T.}, year={2003}, month={Apr} }
 @misc{decuir_2003, title={Tips for successfully navigating the doctoral process and obtaining an academic job}, author={DeCuir, J.T.}, year={2003}, month={Oct} }
 @book{decuir_wisenbaker_2002, title={Family and community health study: Wave I scale formation and documentation}, author={DeCuir, J.T. and Wisenbaker, J.}, year={2002} }
 @inproceedings{decuir_alridge_2002, title={High stakes testing and the education of African Americans in Georgia: An historical analysis}, author={DeCuir, J.T. and Alridge, D.P.}, year={2002}, month={Apr} }
 @article{schutz_decuir_2002, title={Inquiry on Emotions in Education}, url={https://www.tandfonline.com/doi/abs/10.1207/S15326985EP3702_7?journalCode=hedp20}, DOI={10.4324/9781410608628-7}, abstractNote={This chapter examines some of the theoretical foundations on which future inquiry on emotions in education may proceed. It discusses assumptions about the nature of reality, the nature of the knower, and knowledge that guides the study of emotions. The chapter discusses potential approaches for investigating emotions that have emerged from beliefs about the nature of emotions and assumptions about reality and knowledge. Emotions and the potential for emotional regulation begin with comparisons between goals and individuals' perceptions of how that goal pursuit is going. In recent years, this appraisal process has been the focus of considerable research in the area of emotions. The chapter discusses both present approaches to inquiry on emotion and where future approaches to inquiry may be headed. To do so, it makes a distinction among three approaches to inquiry: investigating variables, investigating process and meaning, and investigating the social-historical context.}, journal={Emotions in Education}, publisher={Routledge}, author={Schutz, Paul A. and DeCuir, Jessica T.}, year={2002}, month={Jun}, pages={125–134} }
 @article{schutz_decuir_2002, title={Inquiry on Emotions in Education}, volume={37}, ISSN={0046-1520 1532-6985}, url={http://dx.doi.org/10.1207/s15326985ep3702_7}, DOI={10.1207/s15326985ep3702_7}, abstractNote={This article examines some of the theoretical foundations on which future inquiry on emotions in education may proceed. The study of emotions has a lot of promise in informing the understanding of teaching, motivation, and self-regulated learning; however, it also indicates that inquiry on emotions presents a number of potential challenges. First, the article discusses assumptions about the nature of reality, the nature of the knower, and knowledge that guides the study of emotions. Then, there is a discussion of theoretical views on the nature of emotions that emerge from assumptions about reality and knowledge. Next, the article discusses potential approaches for investigating emotions that have emerged from beliefs about the nature of emotions and assumptions about reality and knowledge. Finally, the article discusses some potential directions for future inquiry on emotions in education. The article also suggests that as this area of inquiry matures, the continual examination of the theoretical foundations on which inquiry on emotions in education is based is seen as fundamental to the healthy development of this research community.}, number={2}, journal={Educational Psychologist}, publisher={Informa UK Limited}, author={Schutz, Paul A. and DeCuir, Jessica T.}, year={2002}, month={Jun}, pages={125–134} }
 @inproceedings{schutz_decuir_2002, title={Inquiry on emotions in education}, author={Schutz, P.A. and DeCuir, J.T.}, year={2002}, month={Apr} }
 @inproceedings{decuir_2002, title={I’m Black and I’m gifted and I’m just so proud of that: A student’s views on being Black and in middle school}, author={DeCuir, J.T.}, year={2002}, month={Apr} }
 @inproceedings{hickey_kyser_hand_decuir_2002, title={Technology-supported formative and summative assessment of collaborative inquiry}, author={Hickey, D. and Kyser, B. and Hand, B. and DeCuir, J.T.}, year={2002}, month={Apr} }
 @book{hickey_decuir_hand_kyser_laprocina_mordica_2002, place={Arlington, VA}, title={Technology-supported formative and summative assessment of collaborative scientific inquiry}, number={ED466693}, institution={National Science Foundation}, author={Hickey, D.T. and DeCuir, J.T. and Hand, B. and Kyser, B. and Laprocina, S. and Mordica, J.}, year={2002}, month={Apr} }
 @inproceedings{schutz_benson_decuir_donahue_chambless_2001, title={Achievement goals, emotional regulation during testing, and test emotions: Analyzing interrelationships and evaluating the construct validity of the ERT Scale}, author={Schutz, P.A. and Benson, J. and DeCuir, J.T. and Donahue, B. and Chambless, C.B.}, year={2001}, month={Apr} }
 @inproceedings{decuir_2001, title={An investigation of the reliability and validity of a measure of ethnic identity}, author={DeCuir, J.T.}, year={2001}, month={Apr} }
 @inproceedings{schutz_davis_decuir_chambless_weinstein_woodruff_yang_2001, title={Emotional regulation during self-direction}, author={Schutz, P.A. and Davis, H. and DeCuir, J.T. and Chambless, C.B. and Weinstein, C.E. and Woodruff, T. and Yang, D.W.}, year={2001}, month={Apr} }
 @inproceedings{phelps_grantham_thomas_hepler_frank_decuir_grimmett_howard_2001, title={Preparing future psychology: A UGA program model}, author={Phelps, R.E. and Grantham, T.C. and Thomas, K.M. and Hepler, R. and Frank, M.L. and DeCuir, J.T. and Grimmett, M.A. and Howard, N.M.}, year={2001}, month={Mar} }
 @inproceedings{benson_schutz_decuir_donahue_chambless_2000, title={Emotional regulation during testing: An application of covariance modeling to evaluate construct validity}, author={Benson, J. and Schutz, P.A. and DeCuir, J.T. and Donahue, B. and Chambless, C.B.}, year={2000}, month={Apr} }
 @inproceedings{schutz_davis_crowder_hubbard_decuir_chambless_2000, title={Goals, emotion, and emotional regulation during self-regulation}, author={Schutz, P.A. and Davis, H.A. and Crowder, K.C. and Hubbard, B.P. and DeCuir, J.T. and Chambless, C.B.}, year={2000}, month={Apr} }
 @article{decuir_2000, title={Graduate and professional scholars: Building bridges between UGA and the Black graduate community}, number={February/March}, journal={University of Georgia’s Black Faculty and Staff Organization Newsletter}, author={DeCuir, J.T.}, year={2000}, month={Feb} }
 @inproceedings{grantham_schutz_bridges_decuir_long_2000, title={Leadership motivation among talented Black middle school youth}, author={Grantham, T.C. and Schutz, P.A. and Bridges, E. and DeCuir, J.T. and Long, L.A.}, year={2000}, month={Apr} }
 @inproceedings{grantham_frasier_decuir_2000, title={Mentoring and Black students’ motivation to participate in middle school gifted programs: A field-based action research project}, author={Grantham, T.C. and Frasier, M. and DeCuir, J.T.}, year={2000}, month={Apr} }
 @inproceedings{davis_distefano_decuir_schutz_2000, title={Patterns of appraisal and emotional regulation during test taking}, author={Davis, H.A. and DiStefano, C. and DeCuir, J.T. and Schutz, P.A.}, year={2000}, month={Apr} }
 @inproceedings{grantham_bridges_decuir_long_2000, title={Teaching Black history to motivate gifted Black leaders}, author={Grantham, T.C. and Bridges, E. and DeCuir, J.T. and Long, L.A.}, year={2000}, month={Nov} }
 @inproceedings{decuir_long_bridges_calhoun_mcqueen_2000, title={Young, gifted and Black: Moving into the new millennium}, author={DeCuir, J.T. and Long, L.A. and Bridges, E. and Calhoun, J.K. and McQueen, T.}, year={2000}, month={Mar} }
 @inproceedings{davis_schutz_decuir_1999, title={"They can't tell me I'm stupid": Undergraduate students coping with test anxiety}, author={Davis, H.A. and Schutz, P.A. and DeCuir, J.}, year={1999}, month={Aug} }
 @inproceedings{decuir_grantham_1999, title={Educational resiliency: Fostering resilience in gifted, African-American students}, author={DeCuir, J.T. and Grantham, T.C.}, year={1999}, month={Apr} }
 @inproceedings{grantham_decuir_1999, title={Mentoring gifted Black males}, author={Grantham, T.C. and DeCuir, J.T.}, year={1999}, month={Nov} }
 @article{decuir_1999, title={The future of African-Americans in psychology}, volume={23}, number={1}, journal={American Psychological Association Newsletter for Educational Psychologists}, author={DeCuir, J.T.}, year={1999}, month={Nov}, pages={8} }
 @inproceedings{decuir_grantham_1999, title={The influence of ethnic identity on the under-representation and underachievement of African Americans in gifted programs}, author={DeCuir, J.T. and Grantham, T.C.}, year={1999}, month={Nov} }
 @article{grant_decuir-gunby_smith, title={Advance Peer Mentoring Summits For Underrepresented Minority Women Engineering Faculty}, DOI={10.18260/1-2--16218}, abstractNote={In the Academy, Underrepresented Minority Women (URM) engineering faculty experience unique issues at the intersection of race and gender. Our NSF ADVANCE Leadership Grant convened three Peer Mentoring Summits which impacted over 120 URM women faculty. Summit outcomes, impact on demographics of engineering faculties and the critical next steps are presented.}, journal={2010 Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Grant, Christine and Decuir-Gunby, Jessica and Smith, Barbara} }
 @article{decuir-gunby_walker-devose, title={Expanding the Counterstory}, DOI={10.4324/9780203155721.ch18}, journal={Handbook of Critical Race Theory in Education}, publisher={Routledge}, author={DeCuir-Gunby, Jessica T. and Walker-DeVose, Dina C.} }
 @article{decuir–gunby, title={Mixed Methods Research in the Social Sciences}, DOI={10.4135/9781412995627.d11}, journal={Best Practices in Quantitative Methods}, publisher={SAGE Publications, Inc.}, author={DeCuir–Gunby, Jessica T.}, pages={125–136} }
 @article{schutz_davis_decuir-gunby_tillman, title={Regulating Emotions Related to Testing}, DOI={10.4324/9780203148211.ch18}, abstractNote={Test taking and test performance are a central component of the primary, secondary, and 
collegiate academic cultures in the United States, Europe, and around the world. From 
the time children enter their local school district until the time they finish schooling, 
exams are part of the daily fabric of their school experience. Students around the world 
learn early in their academic careers that to win at school they must be successful in playing the testing game. Many students prevail in mastering the rules and a few even feel 
comfortable when taking tests:Compare it to rock climbing. If I feel like if I couldn’t climb the rock or complete the 
triathlon then maybe I should have prepared better for it. The same is true of a test. . . . 
If it is challenging, if I feel like I am being challenged and I am doing well on it, then 
that makes me-I feel like I am confident.}, journal={International Handbook of Emotions in Education}, publisher={Routledge}, author={Schutz, Paul A. and Davis, Heather A. and DeCuir-Gunby, Jessica T. and Tillman, David} }
 @article{decuir-gunby_williams-johnson, title={The Influence of Culture on Emotions}, DOI={10.4324/9780203148211.ch27}, journal={International Handbook of Emotions in Education}, publisher={Routledge}, author={DeCuir-Gunby, Jessica T. and Williams-Johnson, Meca R.} }
 @article{grant_decuir-gunby_bowles, title={The Purpose Institute: Promoting An Underrepresented Presence In Science And Engineering Faculties}, DOI={10.18260/1-2--2110}, journal={2007 Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Grant, Christine and Decuir-Gunby, Jessica and Bowles, Tuere} }