Tyrone C. Howard

About

Tyrone C. Howard is a professor in the Graduate School of Education and Information Studies at UCLA. He holds the Pritzker Family Endowed Chair of Education to Strengthen Families & African American Studies and is the inaugural director of the UCLA Pritzker Center for Strengthening Children and Families, a campus-wide consortium examining academic, mental health, and social emotional experiences and challenges for California’s most vulnerable youth populations. Dr. Howard is also the former Associate Dean for Equity, Diversity & Inclusion. His research focuses on culture, race, teaching, and learning in urban schools, and he has published extensively, including over 75 peer-reviewed journal articles, book chapters, and technical reports. Among his notable publications are the books 'Why Race & Culture Matters in Schools' and 'Black Male(d): Peril and Promise in the Education of African American Males,' with his most recent book being 'Expanding College Access for Urban Youth' (2016), which explores ways schools and colleges can create higher education opportunities for youth of color. Additionally, he is the Director and Founder of the Black Male Institute at UCLA, an interdisciplinary group dedicated to examining the nexus of race, class, and gender among school-age youth.

Research topics

• Sociology
• Psychology
• Mathematics education
• Pedagogy
• Developmental psychology
• Anthropology
• Gender studies
• Medical education
• Medicine
• Epistemology

Selected publications

• Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go?

  Teachers College Record The Voice of Scholarship in Education · 2017-01-01 · 128 citations

  article1st authorCorresponding

  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.

  PublisherDOI

• Teacher Preparation for Urban Schools

  Routledge eBooks · 2021 · 54 citations

  1st authorCorresponding

  This chapter interrogates some of the core challenges that are currently being encountered by urban schools and concurrently researchers, theorists, practitioners and policy makers in urban education. The literature regarding teacher preparation/education and urban education is not well developed. In short, teachers are not being well prepared to teach in urban schools across the United States, which is directly connected to their performance in these schools. Typically educational researchers a…

  PublisherDOI

• Understanding and addressing racial stress and trauma in schools: A pathway toward resistance and healing

  Psychology in the Schools · 2021 · 45 citations

  Abstract 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 of the school ecology. By building upon…

  PublisherDOI

• Education Policy and Black Teachers: Perspectives on Race, Policy, and Teacher Diversity

  Journal of Teacher Education · 2019-10-23 · 28 citations

  articleSenior author

  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 academic achievement for students, their views differ…

  PublisherDOI

• A Critical Race Theory Analysis of Social Studies Research, Theory and Practice

  2017-03-17 · 27 citations

  otherSenior author
  PublisherDOI

Frequent coauthors

• Kenjus Watson

  American University

  6 shared

• Chezare A. Warren

  Vanderbilt University

  6 shared

• Rema Reynolds

  5 shared

• Terry K. Flennaugh

  5 shared

• Brian Woodward

  4 shared

• H. Richard Milner

  Vanderbilt University

  4 shared

• Clarence L. Terry

  Occidental College

  4 shared

• Donna Y. Ford

  The Ohio State University

  4 shared

Education

• Ph.D., African American Studies

  University of California, Los Angeles

  2006

• M.A., African American Studies

  University of California, Los Angeles

  2002

• B.A., African American Studies

  University of California, Los Angeles

  1999

Similar researchers at University of California, Los Angeles

• Alesia Montgomeryh-37
• Scot Brownh-36
• Darnell Hunth-34