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Jamilia Blake

Affiliations: 
Texas A & M University, College Station, TX, United States 
Area:
Educational Psychology Education, Black Studies, African American Studies
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"Jamilia Blake"
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Alicia M. Darensbourg grad student 2011 Texas A & M

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Publications

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Varela KS, Peguero AA, Eason JM, et al. (2018) School Strictness and Education: Investigating Racial and Ethnic Educational Inequalities Associated with Being Pushed Out: The Sociology of Race and Ethnicity. 4: 261-280
Peguero AA, Varela KS, Marchbanks MP“, et al. (2018) School Punishment and Education: Racial/Ethnic Disparities With Grade Retention and the Role of Urbanicity: Urban Education. 4208591880143
Peguero AA, Marchbanks MP“, Varela KS, et al. (2018) Too Strict or Too Lenient?: Examining The Role of School Strictness With Educational and Juvenile Justice Outcomes Sociological Spectrum. 38: 223-242
Blake JJ, Keith VM, Luo W, et al. (2016) The Role of Colorism in Explaining African American Females' Suspension Risk. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association
Blake JJ, Graves S, Newell M, et al. (2016) Diversification of school psychology: Developing an evidence base from current research and practice. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. 31: 305-310
Dornhecker M, Blake J, Benden M, et al. (2015) The Effect of Stand-biased Desks on Academic Engagement: An Exploratory Study. International Journal of Health Promotion and Education. 53: 271-280
Blake JJ, Lund EM, Zhou Q, et al. (2012) National prevalence rates of bully victimization among students with disabilities in the United States. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. 27: 210-22
Graves SL, Blake J, Kim ES. (2012) Differences in Parent and Teacher Ratings of Preschool Problem Behavior in a National Sample The Significance of Gender and SES Journal of Early Intervention. 34: 151-165
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