Lionel C. Howard

Lionel C. Howard
Associate Professor, Educational Research
(202) 994-4959

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.

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.

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.

In the News

A study co-authored by Dr.

Dr. Lionel Howard was a guest on David Whettstone's radio show "Community Watch" on WPFW 89.3 FM (in DC), a live broadcast news magazine that engages subjects where race, gender, religion, culture, history and politics intersect. Dr.

Dr. Lionel Howard was invited by The Center for Innovative Teaching, Learning, and Engagement (CITLE), at Clark Atlanta University (a HBCU), to give a presentation entitled "Engaging Social Justice-Oriented Research." The center provides professional development opportunities to engage faculty in innovation and excellence in teaching, learning and scholarship that will further the goals of the undergraduate curriculum at the University.

Dr. Lionel Howard has been elected to serve on the "Ethnic and Racial Issues Committee" of the Society for Research on Child Development (SRCD). The committee is responsible for the development and oversight of activities pertaining to the participation of minority scholars in SRCD and for promoting developmental research on ethnic minority children and adolescents. His term will last from 2019-2023.

GSEHD is pleased to announce the following faculty promotions: Dr. Scott Beveridge to Associate Professor, Dr. Michael Corry to Professor, Dr. Laura Engel to Associate Professor, Dr. Ellen Goldman to Professor, and Dr. Lionel Howard to Associate Professor. Congratulations!