Da'Shay Templeton

Captures the perceptions of former students who have experienced corporal punishment in schools in Mississippi. Findings suggest that the experience was traumatic not just for the students who experienced beatings but also for their peers.

Captures the perspectives of American Indians' opinions on school discipline issues. Findings suggest that representative bureaucracy may disrupt the school-to-prison pipeline for American Indian youth.

Examines the relationship between racial and gender biases and public perceptions of corporal punishment in Mississippi schools. Explores whether biases affect how people rate the appropriateness of punishment, trust student testimonies, justify corporal punishment, and perceive prejudice in disciplinary incidents. Findings indicate that for the rating of the punishment fits the crime, the rating was significantly higher for the Black American gender expansive group compared to other groups.

Addresses the rising issue of childhood obesity and emphasizes the importance of school physical education programs in combating it. Urges researchers to study physical fitness in schools in the U.S. to increase its importance to policy makers and educational stakeholders and advance our understanding of educational inequities in school physical fitness.

Proposes a new theoretical framework that incorporates an intersecting analysis of Blackness and disability: Black disability threat theory. A major contribution of this theory is the notion that being visibly Black and visibly disabled causes moral panic to disabled and nondisabled populations belonging to any racial group.

Examines the diversity of Latin* engineering students’ educational contexts to illuminate considerations and potential avenues for meaningful intervention in these patterns.

Examines social cognitive predictors (i.e., moral disengagement, empathy, and self-efficacy) of the five steps of the bystander intervention model (i.e., Notice, Interpret, Accept, Know, and Act) to address racial microaggressions. 

Proposes an innovative approach to studying interventions in racial microaggression by applying the five-step bystander intervention model (i.e., Notice the Event, Interpret the Event as Needing Intervention, Accept Responsibility, Know How to Intervene, and Act).

Examines how Black Lives Matter (BLM) protests influence Americans' perceptions of the police. Finds that (1) Black American participants have a lower evaluation of police performance, but a higher evaluation of the BLM Movement than White American participants; (2) the presence of a general protest negatively impacts peoples' perception of safety, police trustworthiness, and police performance; and (3) a BLM protest casts a stronger effect on White American participants than on Black American participants.

Examines the challenges faced by contemporary students (aged 24 or older) in attaining degrees. Finds that these students have lower graduation rates than younger peers, particularly at four-year colleges.