James Huguley Assistant Professor



2217G Cathedral of Learning

More Information


Dr. James P. Huguley is an Assistant Professor at the University of Pittsburgh’s School of Social Work and Center on Race and Social Problems.  His research focuses on school-based psychosocial interventions that promote racial equity and positive developmental outcomes. Dr. Huguley’s is the Principal Investigator for the Just Discipline Project, which investigates racially equitable approaches to school climate and discipline. He is also Co-Principal Investigator on two other large-scale initiatives: The African American Parenting project, which examines the benefits of ethnocentric parenting practices on African American youth outcomes; and Pitt-Assisted Communities and Schools (PACS), which explores best practices in holistic university supports for high need schools and communities.  Dr. Huguley is both a former youth program director and middle school teacher.  He received his bachelors in English and Secondary Education from Providence College, and both his masters in Risk and Prevention and doctorate in Human Development and Psychology from Harvard University.

Research Interests

  • Examining how contextually and culturally informed parenting practices promote the positive developmental outcomes of African American adolescents
  • Examining how school-based psychosocial interventions can promote optimal academic, behavioral, and mental health outcomes for students and families in high-need communities.

Funded Projects and Fellowships

  • Principal Investigator (2014-2017), The Just Discipline Project: Examining and implementing equitable and pro-achievement school discipline and climate strategies.  The Heinz Endowments.
  • Principal Investigator (2015-2016), Assessing the Needs for a new School-based Trauma Intervention for African American youth. Center on Race and Social Problems.
  • Co-Principal Investigator (2016-2021), The African American Parenting Project: Documenting and Developing a Socio-Historically Informed Framework for Families and Schools. Spencer Foundation.
  • Co-Principal Investigator (2015-2017),  Using Psychosocial Approaches to Promote African American Adolescents’ STEM Identities and Persistence. LRDC.


  • National Academy of Education, Spencer Dissertation Fellow, 2012-2013
  • National Center for Institutional Diversity, Exemplary Diversity Scholar, 2012
  • Mustard Seed Foundation, Harvey Fellow, 2010-2012

Selected Publications

Diamond, J., Lewis, A., & Huguley, J.P. (2015). Race, oppositional culture, and school outcomes: Are we barking up the wrong tree? In J. Diamond & A. Lewis (Eds.) Despite the best intentions: Why racial inequality thrives in good schools. New York: Oxford University Press.

Huguley, J.P. (2015).  Affirmative Action for White Americans. In J. Stone, & X. Hou (Eds.) Encyclopedia of race, ethnicity and nationalism. San Francisco: Blackwell.

Diamond, J.B., & *Huguley, J.P. (*co-first authorship, 2014). Testing the Oppositional Culture Explanation in Desegregated Schools: The Impact of Racial Differences in Academic Orientations on School PerformanceSocial Forces93, 747-777.

Seider, S.C., Huguley, J.P., & Novick, S.N. (2013). College students, diversity, and community service learning. Teachers College Record, 115(3).

Wang, M.T., & Huguley, J.P. (2012). Parental racial socialization as a moderator of the effects of racial discrimination on educational outcomes among African American adolescents. Child Development83, 1716-1731.

Diamond, J.B., & Huguley, J.P. (2011).  Black/White disparities in educational outcomes: Rethinking issues of race, culture, and context. In N.E. Hill, T. L. Mann, & H. E. Fitzgerald (Eds.), African American children and mental health volume 1: Development and context (pp. 63-94). Santa Barbara: Praeger.