Dr. Bonilla-Silva is trained in class analysis, political sociology, and sociology of development (globalization). However, his work in the last 20 years has been in the area of race. He has published on racial theory, race and methodology, color-blind racism, the idea that race stratification in the USA is becoming Latin America-like, racial grammar, HWCUs, race and human rights, race and citizenship, whiteness, and the Obama phenomenon among other things. In all his work, he contends that racism is fundamentally about "racial domination," hence, racism is a collective and structural phenomenon in society (see his 1997 ASR on this matter).

Helen A. Neville is a professor of Educational Psychology and African American Studies at the University of Illinois at Urbana-Champaign. She is past president of the Society for the Psychological Study of Culture, Ethnicity and Race (APA Division 45) and a fellow of the American Psychological Association. She is active in the Association of Black Psychologists, having served on their Board of Directors and receiving their Distinguished Psychologist award. Her research on race, racism, and African American psychology has been published in a wide range of journal articles and she has co-edited 8 books in this area. She enjoys teaching, lifelong learning, and fighting for social justice. 

Chardée Galán is an Assistant Professor of Psychology in the Child Clinical Area and Director of the Dismantling Racial inEquities Around Mental Health (DREAM) lab at the Pennsylvania State University. Her program of research strives to address drivers of racial inequities in child and adolescent mental health by: (1) advancing scholarship on the intersection of cultural, developmental, and familial risk and protective factors in predicting youth psychopathology, including the influence of racial-ethnic discrimination, racial-ethnic identity development, and racial-ethnic socialization processes; (2) improving our measurement of racism-based traumatic stress in youth of color; (3) developing and testing interventions that draw on cultural strengths, such as racial-ethnic socialization processes, to disrupt pathways from racial stress to psychopathology; and (4) improving clinical training in cultural humility and anti-racism to ensure that the next generation of mental health providers and researchers are equipped to address the unique stressors and leverage the inherent strengths of youth and families of color.

The primary focus of Dr. Reynolds' scholarship is on multicultural competence and training in counseling psychology and higher education. Specifically, her research has centered on expanding the multicultural knowledge base through scholarship on race, racial identity, and racism-related stress, queer and trans identity, acculturation, and other multicultural issues; exploring training and curricular applications in counseling psychology, and increasing understanding of multicultural change efforts in higher education. Additionally, her research has explored college student mental health issues, including the impact of politics on mental health and counselor training.

Over the past eight years, Michael’s research focus has shifted from advancing digital assessment practices to addressing racism and white supremacy in educational measurement. His current research examines the use of deficit language in the presentation and discussion of findings from quantitative analyses, intersectionality as a lens for examining item and test bias, incorporating a social justice lens into test validity theory, “measuring”/locating understanding of race, anti-Black racism, and white supremacy, tracing the influences of the White Racial Frame on educational measurement methodology. His most recent book, Systemic Racism and Educational Measurement, examines the influence the White Racial Frame has had on educational measurement and quantitative methods, and explores potential influences alternate frames including Critical Theory, Critical Race Theory, QuantCrit, Intersectionality, and Rectificatory Justice could have on the fields of educational measurement and social sciences more broadly. He also leads a collaborative project to redesign graduate research and measurement training programs to better prepare future scholars to engage in anti-racist, anti-colonized research.

In years past, Michael’s scholarship focused on validity theory; innovative uses of computer-based technologies, applications of Universal Design to enhance educational testing and assessment, large-scale assessment program design, and, most recently, race and quantitative methodology. He has authored two books on assessment, Classroom Assessment: Concepts and Applications and Technology and Assessment: The Tale of Two Interpretations, co-authored a third book, The Paradoxes of High-Stakes Testing: How They Affect Students, Their Parents, Teachers, Principals, Schools, and Society, and co-edited Assessing Students in the Margins: Challenges, Strategies and Techniques. Through his work on accessible assessment he co-developed NimbleTools, the first universally designed digital test delivery platform, and co-created the Accessible Portable Item Protocol (APIP) Standards which are used world-wide for the development of digital test content. Michael founded and was Chief Editor of the Journal of Technology, Learning and Assessment and established and directed the Technology and Assessment Study Collaborative. He currently serves on the Technical Advisory Committees for several state assessment and accountability programs.