Tyrone C Howard
Biographic Data
| ID | 1476993 |
|---|---|
| NAME | Tyrone C Howard |
| GIVEN NAMES | Tyrone C |
| FAMILY NAME | Howard |
| SIGNATURE | HOWARD T C |
| AFFILIATIONS | University of California, Los Angeles |
| ORCID | 0000-0002-5502-1875 |
| VERIFIED | Yes |
| TOTAL WORKS | 36 |
| TOTAL CITATIONS | 502 |
| AUTHOR COUNT | 36 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 11 |
Culturally responsive educational reform
Looking back, envisioning forward
In this intergenerational dialogue, we discuss Geneva Gay’s enduring impact on the field of education. We first trace how Geneva’s life experiences shaped her educational trajectory and how her community influenced her resistance to systemic oppression. Next, we situate ideas from other articles in this special issue within Geneva Gay’s scholarly contributions to curriculum studies, culturally responsive teaching, teacher preparation, and researc…
At Risk and A Risk
There is compelling evidence that the proliferation of demeaning discourse, dehumanizing policy, and violence targeting marginalized populations in the U.S. has contributed to rising hate in K-12 schools. This manuscript provides a theoretical framing of antiblack hate, specifically analyzing its distinct implications for Black males in K-12 schools. Our analysis specifically focuses on Black males because being raced Black and being gendered mal…
Aera Presidential AddressWhy Do Darker People Suffer the Most? Examining the Past to Imagine Racial Justice in Education
Examining the persistence of racial disparities in education, this presidential address provides a conceptual framework for advancing racial justice in education. Grounded in the tradition of “freedom dreams” and hope and belief in unseen possibilities, the talk addresses four principles: examining the foundations of racism and the complicity of higher education, identifying how racism shapes contemporary educational landscapes, evaluating organi…
Creating Validating Environments for Foster Youth in Higher Education
This study engaged with Foster Youth Support Program (FYSP) staff across a university system to develop an understanding of high-impact practices, when supporting foster youth. Findings reveal the importance of advising that validates students’ needs; student-centered social programming; and validating students through humanized measures of student success. Our recommendations inform practice, policy, and future research. We hope this study will …
The Covid Effect
The COVID-19 pandemic triggered an unprecedented disruption to global education systems, with over 50 million K–12 students in the United States affected by prolonged school closures. This disruption amplified longstanding inequities for low-income students, students of color, and multilingual learners. This Teachers College Record special issue explores the “COVID effect” with three aims: (1) to examine the multifaceted educational impacts of th…
Disrupting Education Systems of Injustice to Unlock the Hidden Geniuses
In this special issue, the authors give attention to students who are among the most overlooked, over-surveilled, persistently punished, consistently reviled, and misunderstood in schools. We refer
The Genius is Not Hidden—They Just Weren’t Looking
Centering the experiences of Black foster youth, this manuscript interrogates how schools and the foster system collude to surveil and marginalize them. Through an intersectional analysis, we highlight their hypervisibility in punitive practices and erasure from narratives of care and opportunity. We call for the use of Black placemaking and thick solidarity as transformative approaches for education researchers and practitioners to reorient inqu…
Racially Just, Trauma-Informed Care for Black Students
Anti-blackness precludes Black people from being viewed as rights-bearing individuals and justifies the degradation of Black people, Black history, and Black culture. In this conceptual article, we suggest that (1) anti-blackness is trauma-inducing, (2) schools are often the first sites where Black students encounter anti-blackness and subsequent trauma, (3) anti-black racial trauma deleteriously affects Black youth's holistic wellbeing. Moreover…
Understanding Teachers’ Ethnic-Racial Socialization Practices with Students in Schools
Ethnic-racial socialization (ERS) is essential for youth of color to navigate the racialized world. There is a need to understand teachers’ practices as an extension of family-based ERS. This study explores teachers’ ERS engagement with African American and Latine adolescents attending two large, diverse high schools. Two 90-minute focus groups were conducted ( n = 15), utilizing thematic analysis and inter-coder agreement. Teachers reported nuan…
Leadership and Servingness Preparation in Times of Crisis
Culturally Relevant Teaching
Gloria Ladson Billings dubbed culturally relevant teaching as an approach to teaching that positions instruction within a familiar cultural framework for diverse learners. This essay argues that culturally centered works require a fundamental pivot if they are to be embraced and enacted. They require (1) an anti-racism analysis; (2) complexification of culture; and (3) relational trust as a concept to build dynamic and culturally informed teacher…
Understanding and addressing racial stress and trauma in schools
Youth of color are disproportionately impacted by stressful and traumatic life events, including race‐based experiences, which are linked to negative consequences. School is a salient context where youth encounter, witness, and process racial stress and trauma (RST). However, RST is often overlooked within general school‐based trauma models. Thus, we propose the School Trauma and Racial Stress (STARS) blueprint, focused on RST across three levels…
Supporting Black and Latino boys in school
The educational experiences of Black and Latino males in K-12 are often riddled with unnecessary challenges and stresses that contribute to diminished academic outcomes. Adrian H. Huerta, Tyrone C. Howard, and Bianca N. Haro seek to highlight instead the importance of positive asset-based research and practice efforts focused on supporting Black and Latino male high school students. Based on a yearlong study of more than 200 Black and Latino male…
Education Policy and Black Teachers
This article examines interview responses from prominent education researchers who were asked to consider the role of major educational policies in the underrepresentation of Black teachers in public schools. Participants considered policies related to accountability and market reforms including testing, school choice and charter schools, and alternative teacher education. Although participants agreed that Black teachers contribute greatly to aca…
Culturally Relevant Pedagogy 20 Years Later
Background/Context In this paper, the authors discuss the concept of culturally relevant pedagogy 20 years after its introduction to the professional literature. Purpose/Focus The authors discuss key tenets of culturally relevant pedagogy, examine empirical examples of it, and make recommendations on how the concept may inform and influence the outcomes of culturally diverse students.
Critical Race Theory 20 Years Later
As the nation’s schools become increasingly diverse along ethnic and racial lines, examining and understanding the racial complexities in the United States is more germane now than ever in the nation’s history. To that end, critical race theory (CRT) has been a transformative conceptual, methodological, and theoretical construct that has assisted researchers in problematizing race in education. As we reflect on 20 years of CRT, it is essential to…
Why Black Lives (and Minds) Matter
Tyrone C. Howard, Why Black Lives (and Minds) Matter: Race, Freedom Schools & the Quest for Educational Equity, The Journal of Negro Education, Vol. 85, No. 2, The 36th Annual Charles H. Thompson Lecture: Why Black Lives (and Minds) Matter: Race, Freedom Schools & the Quest for Educational Equity (Spring 2016), pp. 101-113
Pathologizing the Poor
The recent economic downturn highlights that poverty continues to be a significant social problem. Mindful of this demographic reality, it is imperative for teacher educators to pay close attention to the manner in which teachers are prepared to educate students from impoverished backgrounds. Given the number of frameworks that offer reductive recommendations for teaching students from impoverished backgrounds, we seek to accomplish two goals wit…
Does the “Negro” Still Need Separate Schools? Single-Sex Educational Settings as Critical Race Counterspaces
This article explores whether contemporary educators should consider single-sex educational settings as viable interventions in educating African American males. Using qualitative data from a 2-year study of single-sex educational spaces in two Los Angeles County high schools, the authors argue that when all-male spaces effectively function as Critical Race Theory counterspaces, the educational experiences of high school–aged Black males are posi…
How Does It Feel to Be a Problem? Black Male Students, Schools, and Learning in Enhancing the Knowledge Base to Disrupt Deficit Frameworks
Is this what educators really want? Transforming the discourse on Black fathers and their participation in schools
Parent involvement within schools has garnered attention since the No Child Left Behind Act of 2001 mandated that parent participation be a condition for federal funding. This particular caveat has been significant because issues of race and class come to the forefront when examining schools that receive federal funding. A close examination of parent involvement becomes increasingly salient, in particular for students of color who are more likely…
Counter-narrative as method
The authors argue for a research and conceptual agenda that complicates and disrupts common narratives in teacher education that have serious implications for race. Building on the pivotal work of legal scholar Derrick Bell and through a critical race theory (CRT) lens, this article challenges researchers to broaden and complexify traditional ideologies related to: (1) characteristics of ideal teachers recruited into the field; (2) the amount of …
Research concerns, cautions and considerations on Black males in a ‘post‐racial’ society
Black males continue to be one of the most academically marginalized groups of students in US schools, and undoubtedly the role of race and racism has largely influenced these experiences. The paradox of the underperformance of Black males has been the election of President Obama in 2008. The Obama election has led some to question whether or not race and racism continue to be pertinent factors in how racially diverse groups experience life in th…
Racial Privilege in the Professoriate
Additional informationNotes on contributorsUma M. JayakumarUma M. Jayakumar is a Postdoctoral Fellow at the National Center for Institutional Diversity.Tyrone C. HowardTyrone C. Howard is an Associate Professor of Urban Schooling and Director of Center X at the University of California, Los Angeles.Walter R. AllenWalter R. Allen is Allan Murray Cartter Professor of Higher Education and Distinguished Professor of Sociology at the University of Cal…
Culturally Relevant Pedagogy
Teacher reflection continues to be part of the teacher education literature. More recently, critical reflection has been recommended as a means of incorporating issues of equity and social justice into teaching thinking and practice. This article offers critical reflection as a prelude to creating culturally relevant teaching strategies. The author outlines theoretical and practical considerations for critical reflection and culturally relevant t…
Counter-narrative as method
The authors argue for a research and conceptual agenda that complicates and disrupts common narratives in teacher education that have serious implications for race. Building on the pivotal work of legal scholar Derrick Bell and through a critical race theory (CRT) lens, this article challenges researchers to broaden and complexify traditional ideologies related to: (1) characteristics of ideal teachers recruited into the field; (2) the amount of …
Telling Their Side of the Story
Critical Race Theory 20 Years Later
As the nation’s schools become increasingly diverse along ethnic and racial lines, examining and understanding the racial complexities in the United States is more germane now than ever in the nation’s history. To that end, critical race theory (CRT) has been a transformative conceptual, methodological, and theoretical construct that has assisted researchers in problematizing race in education. As we reflect on 20 years of CRT, it is essential to…
Racial Privilege in the Professoriate
Additional informationNotes on contributorsUma M. JayakumarUma M. Jayakumar is a Postdoctoral Fellow at the National Center for Institutional Diversity.Tyrone C. HowardTyrone C. Howard is an Associate Professor of Urban Schooling and Director of Center X at the University of California, Los Angeles.Walter R. AllenWalter R. Allen is Allan Murray Cartter Professor of Higher Education and Distinguished Professor of Sociology at the University of Cal…
Black Teachers, Black Students, Black Communities, and Brown
H. Richard Milner, Tyrone C. Howard, Black Teachers, Black Students, Black Communities, and Brown: Perspectives and Insights from Experts, The Journal of Negro Education, Vol. 73, No. 3, Special Issue: Brown v. Board of Education at 50 (Summer, 2004), pp. 285-297
Powerful Pedagogy for African American Students
The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective teachers of African American students have emerged in an attempt to reverse these disturbing trends. This article examines the findings from a qualitative case study of four elementary school teachers in urban sett…
Does Race Really Matter?” Secondary Students' Constructions of Racial Dialogue in the Social Studies
The examination of race and racism has been largely absent from much of social studies research and theory. Despite the growing racial and ethnic diversity in the nation's schools, many social studies teachers lack a theoretical framework to help students learn about, analyze, and discuss the role that race and racism have played historically in the United States. Using a critical race theoretical framework, this study documents the findings from…
Pathologizing the Poor
The recent economic downturn highlights that poverty continues to be a significant social problem. Mindful of this demographic reality, it is imperative for teacher educators to pay close attention to the manner in which teachers are prepared to educate students from impoverished backgrounds. Given the number of frameworks that offer reductive recommendations for teaching students from impoverished backgrounds, we seek to accomplish two goals wit…
Research concerns, cautions and considerations on Black males in a ‘post‐racial’ society
Black males continue to be one of the most academically marginalized groups of students in US schools, and undoubtedly the role of race and racism has largely influenced these experiences. The paradox of the underperformance of Black males has been the election of President Obama in 2008. The Obama election has led some to question whether or not race and racism continue to be pertinent factors in how racially diverse groups experience life in th…
Racially Just, Trauma-Informed Care for Black Students
Anti-blackness precludes Black people from being viewed as rights-bearing individuals and justifies the degradation of Black people, Black history, and Black culture. In this conceptual article, we suggest that (1) anti-blackness is trauma-inducing, (2) schools are often the first sites where Black students encounter anti-blackness and subsequent trauma, (3) anti-black racial trauma deleteriously affects Black youth's holistic wellbeing. Moreover…
Understanding and addressing racial stress and trauma in schools
Youth of color are disproportionately impacted by stressful and traumatic life events, including race‐based experiences, which are linked to negative consequences. School is a salient context where youth encounter, witness, and process racial stress and trauma (RST). However, RST is often overlooked within general school‐based trauma models. Thus, we propose the School Trauma and Racial Stress (STARS) blueprint, focused on RST across three levels…
Is this what educators really want? Transforming the discourse on Black fathers and their participation in schools
Parent involvement within schools has garnered attention since the No Child Left Behind Act of 2001 mandated that parent participation be a condition for federal funding. This particular caveat has been significant because issues of race and class come to the forefront when examining schools that receive federal funding. A close examination of parent involvement becomes increasingly salient, in particular for students of color who are more likely…
Civic Multicultural Competence
During the past several decades, multicultural education has become an integral part of the social studies as a means to authentically prepare students for living in an inclusive and democratic society. Topics traditionally omitted, such as race, ethnicity, culture, social class, and gender, are now included. Yet, while multicultural education has helped to bring such topics into the social studies discourse, social studies has generally fallen s…
Preparing Teachers for "Monday Morning" in the Urban School Classroom
Research focuses on the need to prepare teachers effectively to serve the diverse population of students in public schools and particularly schools serving economically disenfranchised communities and communities of color (Cochran-Smith, 2003; Darling-Hammond, 2003; Milner, 2003; Oakes, Franke, Quartz, & Rogers, 2002). The articles in this special issue discuss myriad perspectives regarding the politics of preparing teachers to fill this great ne…
Does the “Negro” Still Need Separate Schools? Single-Sex Educational Settings as Critical Race Counterspaces
This article explores whether contemporary educators should consider single-sex educational settings as viable interventions in educating African American males. Using qualitative data from a 2-year study of single-sex educational spaces in two Los Angeles County high schools, the authors argue that when all-male spaces effectively function as Critical Race Theory counterspaces, the educational experiences of high school–aged Black males are posi…
Why Black Lives (and Minds) Matter
Tyrone C. Howard, Why Black Lives (and Minds) Matter: Race, Freedom Schools & the Quest for Educational Equity, The Journal of Negro Education, Vol. 85, No. 2, The 36th Annual Charles H. Thompson Lecture: Why Black Lives (and Minds) Matter: Race, Freedom Schools & the Quest for Educational Equity (Spring 2016), pp. 101-113
Education Policy and Black Teachers
This article examines interview responses from prominent education researchers who were asked to consider the role of major educational policies in the underrepresentation of Black teachers in public schools. Participants considered policies related to accountability and market reforms including testing, school choice and charter schools, and alternative teacher education. Although participants agreed that Black teachers contribute greatly to aca…
Connection and Democracy
At Risk and A Risk
There is compelling evidence that the proliferation of demeaning discourse, dehumanizing policy, and violence targeting marginalized populations in the U.S. has contributed to rising hate in K-12 schools. This manuscript provides a theoretical framing of antiblack hate, specifically analyzing its distinct implications for Black males in K-12 schools. Our analysis specifically focuses on Black males because being raced Black and being gendered mal…
Understanding Teachers’ Ethnic-Racial Socialization Practices with Students in Schools
Ethnic-racial socialization (ERS) is essential for youth of color to navigate the racialized world. There is a need to understand teachers’ practices as an extension of family-based ERS. This study explores teachers’ ERS engagement with African American and Latine adolescents attending two large, diverse high schools. Two 90-minute focus groups were conducted ( n = 15), utilizing thematic analysis and inter-coder agreement. Teachers reported nuan…
Multicultural Gifted Education
Multicultural teacher education for the 21st century
This article explains several reasons why multicultural preservice teacher education is important and suggests some ways it can be better accomplished. The authors make a strong case for teacher education programs to be more deliberate about preparing European Americans to teach ethnically diverse students of color. They argue that this explicit professional preparation is needed because of the increasing racial, cultural, and linguistic divide b…
Connection and Democracy
Telling Their Side of the Story
Powerful Pedagogy for African American Students
The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective teachers of African American students have emerged in an attempt to reverse these disturbing trends. This article examines the findings from a qualitative case study of four elementary school teachers in urban sett…
Culturally Relevant Pedagogy
Teacher reflection continues to be part of the teacher education literature. More recently, critical reflection has been recommended as a means of incorporating issues of equity and social justice into teaching thinking and practice. This article offers critical reflection as a prelude to creating culturally relevant teaching strategies. The author outlines theoretical and practical considerations for critical reflection and culturally relevant t…
Does Race Really Matter?” Secondary Students' Constructions of Racial Dialogue in the Social Studies
The examination of race and racism has been largely absent from much of social studies research and theory. Despite the growing racial and ethnic diversity in the nation's schools, many social studies teachers lack a theoretical framework to help students learn about, analyze, and discuss the role that race and racism have played historically in the United States. Using a critical race theoretical framework, this study documents the findings from…
Black Teachers, Black Students, Black Communities, and Brown
H. Richard Milner, Tyrone C. Howard, Black Teachers, Black Students, Black Communities, and Brown: Perspectives and Insights from Experts, The Journal of Negro Education, Vol. 73, No. 3, Special Issue: Brown v. Board of Education at 50 (Summer, 2004), pp. 285-297
Preparing Teachers for "Monday Morning" in the Urban School Classroom
Research focuses on the need to prepare teachers effectively to serve the diverse population of students in public schools and particularly schools serving economically disenfranchised communities and communities of color (Cochran-Smith, 2003; Darling-Hammond, 2003; Milner, 2003; Oakes, Franke, Quartz, & Rogers, 2002). The articles in this special issue discuss myriad perspectives regarding the politics of preparing teachers to fill this great ne…
Civic Multicultural Competence
During the past several decades, multicultural education has become an integral part of the social studies as a means to authentically prepare students for living in an inclusive and democratic society. Topics traditionally omitted, such as race, ethnicity, culture, social class, and gender, are now included. Yet, while multicultural education has helped to bring such topics into the social studies discourse, social studies has generally fallen s…
Who Really Cares? The Disenfranchisement of African American Males in PreK-12 Schools
Background/Context Despite recent gains from a number of students in U.S. schools, African American males continue to underachieve on most academic indices. Despite various interventions that have attempted to transform the perennial disenfranchisement, their school failure has persisted. Conversely, their failure in schools frequently results in poor quality of life options. Purpose/Objective/Focus of Study The objective of this study was to use…
Racial Privilege in the Professoriate
Additional informationNotes on contributorsUma M. JayakumarUma M. Jayakumar is a Postdoctoral Fellow at the National Center for Institutional Diversity.Tyrone C. HowardTyrone C. Howard is an Associate Professor of Urban Schooling and Director of Center X at the University of California, Los Angeles.Walter R. AllenWalter R. Allen is Allan Murray Cartter Professor of Higher Education and Distinguished Professor of Sociology at the University of Cal…
Research concerns, cautions and considerations on Black males in a ‘post‐racial’ society
Black males continue to be one of the most academically marginalized groups of students in US schools, and undoubtedly the role of race and racism has largely influenced these experiences. The paradox of the underperformance of Black males has been the election of President Obama in 2008. The Obama election has led some to question whether or not race and racism continue to be pertinent factors in how racially diverse groups experience life in th…
How Does It Feel to Be a Problem? Black Male Students, Schools, and Learning in Enhancing the Knowledge Base to Disrupt Deficit Frameworks
Is this what educators really want? Transforming the discourse on Black fathers and their participation in schools
Parent involvement within schools has garnered attention since the No Child Left Behind Act of 2001 mandated that parent participation be a condition for federal funding. This particular caveat has been significant because issues of race and class come to the forefront when examining schools that receive federal funding. A close examination of parent involvement becomes increasingly salient, in particular for students of color who are more likely…
Counter-narrative as method
The authors argue for a research and conceptual agenda that complicates and disrupts common narratives in teacher education that have serious implications for race. Building on the pivotal work of legal scholar Derrick Bell and through a critical race theory (CRT) lens, this article challenges researchers to broaden and complexify traditional ideologies related to: (1) characteristics of ideal teachers recruited into the field; (2) the amount of …
Does the “Negro” Still Need Separate Schools? Single-Sex Educational Settings as Critical Race Counterspaces
This article explores whether contemporary educators should consider single-sex educational settings as viable interventions in educating African American males. Using qualitative data from a 2-year study of single-sex educational spaces in two Los Angeles County high schools, the authors argue that when all-male spaces effectively function as Critical Race Theory counterspaces, the educational experiences of high school–aged Black males are posi…
Pathologizing the Poor
The recent economic downturn highlights that poverty continues to be a significant social problem. Mindful of this demographic reality, it is imperative for teacher educators to pay close attention to the manner in which teachers are prepared to educate students from impoverished backgrounds. Given the number of frameworks that offer reductive recommendations for teaching students from impoverished backgrounds, we seek to accomplish two goals wit…
Critical Race Theory 20 Years Later
As the nation’s schools become increasingly diverse along ethnic and racial lines, examining and understanding the racial complexities in the United States is more germane now than ever in the nation’s history. To that end, critical race theory (CRT) has been a transformative conceptual, methodological, and theoretical construct that has assisted researchers in problematizing race in education. As we reflect on 20 years of CRT, it is essential to…
Why Black Lives (and Minds) Matter
Tyrone C. Howard, Why Black Lives (and Minds) Matter: Race, Freedom Schools & the Quest for Educational Equity, The Journal of Negro Education, Vol. 85, No. 2, The 36th Annual Charles H. Thompson Lecture: Why Black Lives (and Minds) Matter: Race, Freedom Schools & the Quest for Educational Equity (Spring 2016), pp. 101-113
Culturally Relevant Pedagogy 20 Years Later
Background/Context In this paper, the authors discuss the concept of culturally relevant pedagogy 20 years after its introduction to the professional literature. Purpose/Focus The authors discuss key tenets of culturally relevant pedagogy, examine empirical examples of it, and make recommendations on how the concept may inform and influence the outcomes of culturally diverse students.
Supporting Black and Latino boys in school
The educational experiences of Black and Latino males in K-12 are often riddled with unnecessary challenges and stresses that contribute to diminished academic outcomes. Adrian H. Huerta, Tyrone C. Howard, and Bianca N. Haro seek to highlight instead the importance of positive asset-based research and practice efforts focused on supporting Black and Latino male high school students. Based on a yearlong study of more than 200 Black and Latino male…
Education Policy and Black Teachers
This article examines interview responses from prominent education researchers who were asked to consider the role of major educational policies in the underrepresentation of Black teachers in public schools. Participants considered policies related to accountability and market reforms including testing, school choice and charter schools, and alternative teacher education. Although participants agreed that Black teachers contribute greatly to aca…
Culturally Relevant Teaching
Gloria Ladson Billings dubbed culturally relevant teaching as an approach to teaching that positions instruction within a familiar cultural framework for diverse learners. This essay argues that culturally centered works require a fundamental pivot if they are to be embraced and enacted. They require (1) an anti-racism analysis; (2) complexification of culture; and (3) relational trust as a concept to build dynamic and culturally informed teacher…
Understanding and addressing racial stress and trauma in schools
Youth of color are disproportionately impacted by stressful and traumatic life events, including race‐based experiences, which are linked to negative consequences. School is a salient context where youth encounter, witness, and process racial stress and trauma (RST). However, RST is often overlooked within general school‐based trauma models. Thus, we propose the School Trauma and Racial Stress (STARS) blueprint, focused on RST across three levels…
Sociology (27 works) · Psychology (26 works) · Pedagogy (21 works) · Critical Race Theory in Education (20 works) · Political science (16 works) · Gender Studies (13 works) · Mathematics education (13 works) · Education Discipline and Inequality (11 works) · Teacher Education and Leadership Studies (11 works) · Racism (10 works)