Dr. Lionel C. Howard

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Dr. Lionel C. Howard

Associate Professor, Educational Research


Contact:

Office Phone: (202) 994-4959

Dr. Lionel Howard is a developmental psychologist whose research interest includes, broadly, gender and racial identity development and socialization, motivation and academic achievement, and research methodology. He has worked on several local and national research projects focused on Black child development and improving the educational trajectory and schooling experiences of minoritized students. He has also served as a consultant on education policy and evaluation studies.

Dr. Howard has published in the Journal of Applied Developmental Psychology, Journal of Black Psychology, Journal of Orthopsychiatry, Journal of Boyhood, International Journal of Inclusive Education, Journal of Homosexuality, International Journal of Qualitative Studies in Education, and Harvard Educational Review. He is co-editor of Facing Racism in Education (3rd Ed), published by Harvard University Press, and is completing a manuscript on researcher vulnerability in social science research. His research has been funded by the National Science Foundation and National Institute of Health.

Dr. Howard received his Ed.D. in Human Development and Psychology from Harvard University, Graduate School of Education, and completed a National Institute of Child Health and Development postdoctoral fellowship at the University of North Carolina at Chapel Hill in the Department of Psychology and the Frank Porter Graham Child Development Institute. He also has a M.A. in Measurement, Statistics and Evaluation from the University of Maryland, College Park, and B.A. in Applied Mathematics and Statistics from William Paterson University of New Jersey.


Ed.D., Harvard University

Ed.M., Harvard University

M.A., University of Maryland, College Park

B.A., William Paterson University of New Jersey

English, D., Lambert, S., Zea, M., Bowleg, L. Tynes, B, & Howard, L.C. (in-press). Daily multidimensional racial discrimination among Black American adolescents, Journal of Applied Developmental Psychology.

Howard, L.C. (in-press). Vulnerability in the act of research: Methodological praxis and strategies of self-care. In A. Ali & T. McCarthy (Eds.), Research Methods in Critical Youth Studies: A practical guide.

Howard, L.C., & Hammond, S. L. (2019). Vulnerable researcher: Implications for educational research and practice. International Journal of Qualitative Studies in Education, 32(4), 411-428. doi: 10.1080/09518398.2019.1597205.

Chan, C.D., Steen, S., Howard, L.C., & Ali, A.A. (2019). Disentangling the Complexities of Queer Theory and Intersectionality Theory: Research Paradigms and Insights for Social Justice. In K. Strunk & L. Locke (Eds.), Research Methods for Social Justice and Equity in Education (pp. 59-70). Switzerland: Palmgrave McMillian.

Chan, C., & Howard, L.C. (2018). When queerness meets intersectional thinking: Revolutionizing parallels, histories, and contestations. Journal of Homosexuality. 1-21. doi: 10.1080/00918369.2018.1530882.

Hatton, H., Howard, L.C., & Tekleselassie, A. (2017). Spinning plates: How external influences affect elementary rural principals’ ability to program for students. Changing and Planning, 48 (1/2), 3-25.

Howard, L.C., & Ali, A. (2016). (Critical) Educational ethnography: Methodological premise and pedagogical objectives. In, R. Hopson & W. Rodick (Eds.), New Directions in Educational Ethnography (Studies in Educational Ethnography)( Vol. 13).(pp. 141-163). United Kingdom: Emerald.

Jakeman, R.C., Henderson, M. M., & Howard, L.C. (2016). Reflective pedagogy: The integration of methodology and subject-matter content in a graduate-level course. Teaching in Higher Education, 22(2), 207-221. http://doi.org/doi:10.1080/13562517.2016.1237494.

Gadsden, O., & Howard, L. C. (2016). A clinical deconstruction of the negative archetypes & complexes of African American masculinity. In W. Ross (Ed.), Counseling African American males: Effective therapeutic interventions and approaches (pp. 380-399). Charlotte, NC: Information Age.

Hicks-Martinez, Clayton, J., & Howard, L. (2015) An exploration of how elementary school principals approach the student retention decision process. Journal of Ethical Educational Leadership, 2(3), 1-19.

Howard, L. C., Rose, J. C., & Barbarin, O. A. (2014). Raising African American boys: An Exploration of Parental Educational Practices and Beliefs. In J. Moore and C. Lewis (Eds.), African American males in PreK-12 schools: Informing research, practice, and policy (Vol. 2) (pp. 87-106). United Kingdom: Emerald.

Howard, L. C., Rose, J.C., & Barbarin, O.A. (2013). Raising African American boys: An exploration of gender and racial socialization practices. Journal of Orthopsychiatry, 83(2), 218-230.

Howard, L. C., Rose, J. C., & Barbarin, O. A. (2013). Raising African American boys: An exploration of gender and racial socialization practices. Journal of Orthopsychiatry, 83(2), 218-230.

Howard, L. C. (2012). Performing masculinity: Adolescent African American boys' response to gender scripting. Thymus: Journal of Boyhood, 1, 95-113.

Howard, L. C. (2012). The schooling of African American male students: The role of male teachers and school administrators. International Journal for Inclusive Education, 16(4), 379-389. doi: 10.1080/13603116.2011.55093

Okeke, N., Howard, L. C., Kurtz-Costes, B., & Rowley, S. (2009). Academic race stereotype, academic self-concept, and race centrality in African American youth. Journal of Black Psychology, 35(3), 366-387.

Anderson, S., Attwood, P., & Howard, L. (Eds.). (2004). Facing racism in education (3rd ed.). Cambridge, MA: Harvard University Press.