- Interim Director, Center on Race and Social Problems and Assistant Professor
Dr. James P. Huguley’s work focuses on school-based interventions that promote positive developmental outcomes for students of color, particularly in urban school settings. He is the Principal Investigator for the Just Discipline Project, a research-to-practice initiative centered on best practices in positive school climate and restorative school discipline. He is also Co-Principal Investigator on both the Pittsburgh Parenting Project, which examines best practices in culturally distinct parenting in African American families; and with Pitt-Assisted Communities and Schools, which implements holistic university supports in high-need learning communities. Dr. Huguley chairs the Education Research Advisory Panel at the Center on Race and Social Problems, he Co-Directs Pitt’s Combined Program in Social Work and Education, and he is an executive board member for the Human Services Center Corporation, an agency supporting families and social service organizations in the Mon Valley. Prior to his academic career Dr. Huguley was a 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.
- 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 (2016-2019), The Just Discipline Project: Examining and implementing equitable and pro-achievement school discipline and climate strategies. The Heinz Endowments.
- Co-Principal Investigator (2016-2020), The African American Parenting Project: Documenting and Developing a Socio-Historically Informed Framework for Families and Schools. Spencer Foundation.
- Co-Principal Investigator (2016-2019). African American Students' Sociocultural Experiences, Motivation, Identity and Performance in Math. National Science Foundation.
- Co-Principal Investigator (2015-2020), Pitt Assisted Communities and Schools: Connecting the Cathedral to the Community. The Mellon Foundation.
Accepting Graduate Students: Yes.
Peer Review Articles
Delale-O’Connor, L., Huguley, J.P., Parr, A., Wang, M.T. (2019). Compensatory concerted cultivation: An exploration of African American parenting practices. American Educational Research Journal (online first). https://doi.org/10.3102/0002831219890575
Huguley, J.P., Wang, M.T., Pasarow, S., & Wallace, J. (in press). Just discipline in schools: an integrated and interdisciplinary approach. Children & Schools.
Delale-O’Connor, L., Huguley, J.P., Parr, A., Wang, M.T. (in press). Compensatory concerted cultivation: An exploration of African American parenting practices. American Educational Research Journal.
*Huguley, J.P., *Wang, M.T., Vasquez, A.C., & Guo, J. (2019). Parental ethnic–racial socialization practices and the construction of children of color’s ethnic–racial identity: A research synthesis and meta-analysis. Psychological Bulletin, 145, 437-458. http://dx.doi.org/10.1037/bul0000187
Anderson, R.E., Saleem, F.T., and Huguley, J.P. (2019). Choosing to see the racial stress that afflicts our Black students. Phi Delta Kappan, 101(3), 20-25. https://doi.org/10.1177/0031721719885911
Wang, M.T., **Huguley, J.P., **Henry, D., & **Smith., L.V. (2019). Parental ethnic-racial socialization practices and children of color’s psychosocial and behavioral adjustment: A systematic review and meta-analysis. American Psychologist (online first). https://doi.org/10.1037/amp0000464
Huguley, J.P., Haynik, R.H., Stuart McQueen, S., Thomas, S., Wang, M.T. (2019). The Just Discipline Project: 2-year review. Pittsburgh, PA: University of Pittsburgh Center on Race and Social Problems. https://crsp.pitt.edu/node/2203
Wang, M.T., Smith, L.V., ***Huguley, J.P., & ***Miller-Cotto, D. (2019). Parental Ethnic‐Racial Socialization and Children of Color's Academic Success: A Meta‐Analytic Review. Child Development (online first). https://doi.org/10.1111/cdev.13254
Huguley, J. P., ****Kyere, E., & Wang, M. T. (2018). Educational Expectations in African American Families: Assessing the Importance of Immediate Performance Requirements. Race and Social Problems, 10, 158-169. https://doi.org/10.1007/s12552-018-9229-1
Huguley, J.P., Wang, M.T., Monahan, K., ****Keane, G., & Koury, A.J. (2018). Just discipline in Greater Pittsburgh: Local challenges and promising solutions. Pittsburgh, PA: Center on Race and Social Problems. http://crsp.pitt.edu/sites/default/files/Just%20Discipline%20and%20the%20School%20to%20Prison%20Pipeline%20in%20Pittsburgh_1.pdf
*Huguley, J. P., & *Diamond, J. B. (2014). Testing the oppositional culture explanation in desegregated schools: The impact of racial differences in academic orientations on school performance. Social Forces, 93, 747-777. https://doi.org/10.1093/sf/sou093
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 Development, 83, 1716-1731. https://doi.org/10.1111/j.1467-8624.2012.01808.x
Huguley, J. P. (2013). Latino students in Rhode Island: A review of local and national performances. Providence, RI: Latino Policy Institute. https://www.rwu.edu/sites/default/files/downloads/lpi/lpi-education-report2013.pdf
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, CA: Praeger. https://www.abc-clio.com/ABC-CLIOCorporate/product.aspx?pc=A2699C
Seider, S. C., & Huguley, J. P. (2009). Aspiring educators, urban teens, and conflicting perspectives on the social contract. Equity & Excellence in Education, 42, 294-312. https://doi.org/10.1080/10665680902953235