Lionel C. Howard
Dr. Howard investigates the intersection of race, ethnicity and gender, and its implication for identity development and educational attainment. He is particularly interested in the socialization of masculinity among African American boys as mediated by their relationships with significant individuals, as well as the micro- and macro-level structures and psychosocial experiences that influence African American and Latino students' development and educational experiences.
Dr. Howard's research is theoretically informed by developmental psychology, feminist relational psychology, gender role strain, conceptions of Black masculinity and theories of motivation and achievement. Even more important, his research is guided by the principle that socio-cultural and historical context are important in the study of phenomena. To this end, Dr. Howard uses both qualitative and quantitative research methodologies in his research.
Publications
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). 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
Howard, L. C. (2012). Performing masculinity: Adolescent African American boys' response to gender scripting. Thymus: Journal of Boyhood, 1, 95-113.
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.