Johari Harris
Biographic Data
| ID | 3791866 |
|---|---|
| NAME | Johari Harris |
| GIVEN NAMES | Johari |
| FAMILY NAME | Harris |
| SIGNATURE | HARRIS J |
| AFFILIATIONS | Kennesaw State University |
| ORCID | 0000-0002-2329-4473 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 24 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The Cambridge Handbook of Ethnic and Racial Discrimination and Youth Development
How is ethnic and racial discrimination impacting our young people? Scholars around the world have found that discriminatory interactions of this nature have detrimental impacts on youth and their development. In this handbook, the world's leading experts on this topic examine the current state of the science, presenting current research and tracing foundational theories, empirical findings, multilevel methods, and intervention strategies for chi…
(Dis)Respect in the M(ai)cro Context
The concept of respect has been largely overlooked in developmental science. Yet respect, or lack thereof, is often central to key psychosocial outcomes during adolescence (e.g., interpersonal relationships, behavioral choices). The research that has examined respect often focuses on micro-level interactions, ignoring the ways macro-level forces (e.g., racism, sexism) complicate notions of (dis)respect. Given the gaps, this theoretical paper util…
Examining the Impacts of a Developmentally Appropriate, Culturally Relevant Virtual School on Student Outcomes
The rapid shift to online learning due to COVID-19 provides an opportunity to examine at scale the feasibility and impact of addressing students’ cultural and developmental needs within a virtual environment. Given limited knowledge of this type of virtual schooling, this mixed-method study examined third–fifth grade students’ experiences attending a culturally responsive and developmentally appropriate virtual summer literacy program. Findings i…
Resisting silence
I Wanna at Least Give Back so They Could Have an Idea of Doing Right”
Given the connections between moral development and positive youth development, this qualitative study explored Black adolescent males’ moral development through the application of Snarey and Siddle Walker’s African-American Model of Ethics. Framed by PVEST, results revealed participants’ notions of justice and care intersected with their racialized-gendered identities, highlighting the need for a culturally relevant approach to Black Americans’ …
Virtual Connections
Teachers' racialized anger
Black adolescents’ perceptions of transgressor, victim, and bystander
Scant research exists on adolescent thinking about sexual harassment (SH), and even less on Black adolescents’ thinking. We listened to Black students as they thought aloud about a hypothetical SH dilemma. Participants were 7th graders ( N = 21, 10 girls, M = 13.2 years, SD = 2.9) who identified as Black or African American. We presented a hypothetical dilemma about a boy who continues to touch a girl despite her request to stop. Participants wer…
We always tell them, but they don’t do anything about it!” Middle School Black girls Experiences with Sexual Harassment at an Urban Middle School
Black women and girls are frequently left out of narratives on sexual harassment/sexual violence due to pervasive racism and sexism. Schools contribute to this silence by continuing to overlook the exceptional needs and experiences of Black girls. Therefore, this qualitative study used an intersectional lens to examine Black girls’ experiences with sexual harassment in an urban middle school. Results indicated participants experienced both physic…
Growing but Not Grown
In this study, we take a situationally specific approach to understanding how Black girls perceive, process, and respond to a hypothetical social situation. Through this approach, we aim to contribute to developmental inquiry that resists deficit thinking by foregrounding the voices of Black girls. The current study took place within the participatory culture-specific intervention model and involved 22 early adolescent Black girls (fifth–seventh …
Sometimes I Wish I Was a Girl, ’Cause They Do Shit Like Cry”
Social-emotional learning (SEL) is important for academic and social success, yet responsive SEL for Black youth remains underexamined. The current study analyzed focus groups to investigate how Black boys ( N = 10) in an urban middle school think about emotion and its regulation. Results revealed that participants negotiate tension between emotion expression and control; they argued that inhibition of emotions in public was essential, but they d…
Be Kind But Not Too Kind
This qualitative study examined how adolescent Black males (N = 12) talk about their identities, prosocial behaviors, and connections between them. Of special interest was whether and how the participants included their experiences of dehumanization. Focus group data were analyzed using modified analytic induction. Participants felt good about their racially gendered identities but felt they occupied a precarious position in the United States. Pa…
Exploring the Influence of Racial-Ethnic and Gender Identity on the Prosocial Behaviors of African American Adolescent Males
African American male students face a multitude of challenges that may lead to poor academic and social outcomes at school. There is extensive research on the predictors of their problems, but far less on the factors that can lead to positive outcomes. To address this gap, this exploratory study asked two main questions. Does racial-ethnic identity and gender identity predict adolescent African American males' prosocial behaviors, and if so, is t…
We always tell them, but they don’t do anything about it!” Middle School Black girls Experiences with Sexual Harassment at an Urban Middle School
Black women and girls are frequently left out of narratives on sexual harassment/sexual violence due to pervasive racism and sexism. Schools contribute to this silence by continuing to overlook the exceptional needs and experiences of Black girls. Therefore, this qualitative study used an intersectional lens to examine Black girls’ experiences with sexual harassment in an urban middle school. Results indicated participants experienced both physic…
Exploring the Influence of Racial-Ethnic and Gender Identity on the Prosocial Behaviors of African American Adolescent Males
African American male students face a multitude of challenges that may lead to poor academic and social outcomes at school. There is extensive research on the predictors of their problems, but far less on the factors that can lead to positive outcomes. To address this gap, this exploratory study asked two main questions. Does racial-ethnic identity and gender identity predict adolescent African American males' prosocial behaviors, and if so, is t…
Sometimes I Wish I Was a Girl, ’Cause They Do Shit Like Cry”
Social-emotional learning (SEL) is important for academic and social success, yet responsive SEL for Black youth remains underexamined. The current study analyzed focus groups to investigate how Black boys ( N = 10) in an urban middle school think about emotion and its regulation. Results revealed that participants negotiate tension between emotion expression and control; they argued that inhibition of emotions in public was essential, but they d…
Be Kind But Not Too Kind
This qualitative study examined how adolescent Black males (N = 12) talk about their identities, prosocial behaviors, and connections between them. Of special interest was whether and how the participants included their experiences of dehumanization. Focus group data were analyzed using modified analytic induction. Participants felt good about their racially gendered identities but felt they occupied a precarious position in the United States. Pa…
Resisting silence
Exploring the Influence of Racial-Ethnic and Gender Identity on the Prosocial Behaviors of African American Adolescent Males
African American male students face a multitude of challenges that may lead to poor academic and social outcomes at school. There is extensive research on the predictors of their problems, but far less on the factors that can lead to positive outcomes. To address this gap, this exploratory study asked two main questions. Does racial-ethnic identity and gender identity predict adolescent African American males' prosocial behaviors, and if so, is t…
Growing but Not Grown
In this study, we take a situationally specific approach to understanding how Black girls perceive, process, and respond to a hypothetical social situation. Through this approach, we aim to contribute to developmental inquiry that resists deficit thinking by foregrounding the voices of Black girls. The current study took place within the participatory culture-specific intervention model and involved 22 early adolescent Black girls (fifth–seventh …
Sometimes I Wish I Was a Girl, ’Cause They Do Shit Like Cry”
Social-emotional learning (SEL) is important for academic and social success, yet responsive SEL for Black youth remains underexamined. The current study analyzed focus groups to investigate how Black boys ( N = 10) in an urban middle school think about emotion and its regulation. Results revealed that participants negotiate tension between emotion expression and control; they argued that inhibition of emotions in public was essential, but they d…
Be Kind But Not Too Kind
This qualitative study examined how adolescent Black males (N = 12) talk about their identities, prosocial behaviors, and connections between them. Of special interest was whether and how the participants included their experiences of dehumanization. Focus group data were analyzed using modified analytic induction. Participants felt good about their racially gendered identities but felt they occupied a precarious position in the United States. Pa…
Teachers' racialized anger
Black adolescents’ perceptions of transgressor, victim, and bystander
Scant research exists on adolescent thinking about sexual harassment (SH), and even less on Black adolescents’ thinking. We listened to Black students as they thought aloud about a hypothetical SH dilemma. Participants were 7th graders ( N = 21, 10 girls, M = 13.2 years, SD = 2.9) who identified as Black or African American. We presented a hypothetical dilemma about a boy who continues to touch a girl despite her request to stop. Participants wer…
We always tell them, but they don’t do anything about it!” Middle School Black girls Experiences with Sexual Harassment at an Urban Middle School
Black women and girls are frequently left out of narratives on sexual harassment/sexual violence due to pervasive racism and sexism. Schools contribute to this silence by continuing to overlook the exceptional needs and experiences of Black girls. Therefore, this qualitative study used an intersectional lens to examine Black girls’ experiences with sexual harassment in an urban middle school. Results indicated participants experienced both physic…
I Wanna at Least Give Back so They Could Have an Idea of Doing Right”
Given the connections between moral development and positive youth development, this qualitative study explored Black adolescent males’ moral development through the application of Snarey and Siddle Walker’s African-American Model of Ethics. Framed by PVEST, results revealed participants’ notions of justice and care intersected with their racialized-gendered identities, highlighting the need for a culturally relevant approach to Black Americans’ …
Virtual Connections
(Dis)Respect in the M(ai)cro Context
The concept of respect has been largely overlooked in developmental science. Yet respect, or lack thereof, is often central to key psychosocial outcomes during adolescence (e.g., interpersonal relationships, behavioral choices). The research that has examined respect often focuses on micro-level interactions, ignoring the ways macro-level forces (e.g., racism, sexism) complicate notions of (dis)respect. Given the gaps, this theoretical paper util…
Examining the Impacts of a Developmentally Appropriate, Culturally Relevant Virtual School on Student Outcomes
The rapid shift to online learning due to COVID-19 provides an opportunity to examine at scale the feasibility and impact of addressing students’ cultural and developmental needs within a virtual environment. Given limited knowledge of this type of virtual schooling, this mixed-method study examined third–fifth grade students’ experiences attending a culturally responsive and developmentally appropriate virtual summer literacy program. Findings i…
Resisting silence
The Cambridge Handbook of Ethnic and Racial Discrimination and Youth Development
How is ethnic and racial discrimination impacting our young people? Scholars around the world have found that discriminatory interactions of this nature have detrimental impacts on youth and their development. In this handbook, the world's leading experts on this topic examine the current state of the science, presenting current research and tracing foundational theories, empirical findings, multilevel methods, and intervention strategies for chi…
Psychology (12 works) · Social Psychology (10 works) · Sociology (10 works) · Developmental psychology (9 works) · Critical Race Theory in Education (6 works) · Gender Studies (6 works) · Social Psychology (5 works) · Pedagogy (4 works) · Qualitative research (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works)