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Background/Context: African American students often encounter racial microaggressions when attending predominantly white institutions (PWIs). Experiencing racial microaggressions can negatively affect African American students' feelings of belonging to the campus community. Racial microaggressions can also affect their physical and emotional stability. Purpose of Study: Using a critical race theory (CRT) framework, we focused on the centrality of race and racism and intersectionality. We examined how experiencing racial microaggressions influenced African American students' (n = 15) feelings of belonging at PWIs. In addition, we explored how students emotionally coped with their experiences. Research Design: A semi-structured interview was conducted with participants. Using thematic analysis through the process of open coding and axial coding, we developed themes based on students' experiences with microaggressions, feelings of belonging, and coping strategies. We connected the themes to the larger research literature, focusing on our CRT framework. Conclusions/Recommendations: Experiencing racial microaggressions made students feel devalued in the campus community. In addition, racial microaggressions intersected with other forms of oppression, further impacting students' sense of belonging. These experiences often led students to use maladaptive coping mechanisms; despite this, students were able to create community by using self-protective coping mechanisms, such as creating supportive networks. Racism-related stress caused by racial microaggressions should be considered a public health issue. By exploring racial microaggressions, researchers and policy makers can understand how racism impacts individuals and provide tools on how to challenge racism on systemic levels.

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.

This quantitative study explored social media usage among college students attending urban public universities in the Southeastern U.S., focusing on their engagement with race-related issues online and examining whether this engagement was related to moral identity. Multiple regression analyses indicated that frequent social media use and race were significant predictors of online responses to race-related issues (when compared to age, gender, and religiosity) and that, among White students, there was a strong positive association between high symbolization of moral identity and engagement with race-related issues online. This study is meant to help educators recognize ways in which students' moral identity and social media use may be facilitating or impeding race relations online and to present specific actions they can take to address racism on social media.

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.

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.

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.

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.

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.

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. (Contains 1 figure, 4 tables, and 2 notes.)

Although much research has focused on the public school experiences of African American students, few studies exist that explore their race-related experiences within an independent, private school context. Studies have suggested that, while private, independent schools may elevate the quality of African American students' education, many of these students experience social isolation from their peers. Using a qualitative methodology, the current study explores the experiences of African American students attending a private, independent school. Moreover, this investigation explores how schools as well as parental contexts contribute to racial identity development. Results indicated the importance of parents, schools and other significant institutions as racial socialization agents as well as their influence on specific identity-related processes. Educational implications for findings are also discussed.

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. (Contains 1 table and 1 note.)

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. (Contains 6 tables.)

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. (Contains 1 table and 3 notes.)

This study examines perspectives of educators on the advanced placement opportunity gap for African American students. Using interviews with 11 educators from 10 high schools, we explored their perceptions regarding the impact of a local academic achievement program on the enrollment of African American students in honors and advanced placement courses. Results of the analysis suggest that there is a perceived and real gap in the participation of African American students in AP courses. Findings also revealed that educators were concerned about the lack of access for African American students to AP courses. Further, issues of belonging and operational citizenship within the school environment were raised. Recommendations for pedagogical techniques are presented as well as suggestions for future research.

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. (Contains 4 notes.)

The article examines the impact of racial microagressions on the health and well-being of African American students. It outlines research-based recommendations to address racial microagressions that include affirming the experiences of African American students, providing equal access to mental health services and calling out/disrupting inappropriate behaviors. Suggested policy actions include funding for promotion of mental health services, school desegregation and affirmative action policies.

The Nurturing Mathematics Dreamkeepers project revealed that the sample of students represented their cultural identities in their work. Students were asked to create classroom signs that would show the number of students in the class, and they did so by categorizing themselves by skin color or race. The connection between culture and math is examined.