James Huguley

Dr. James P. Huguley’s research focuses on school-based interventions that promote positive developmental outcomes for students of color, particularly in urban school settings. He teaches on research methods and on the history of race-relations in the United States. 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.

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.

Select Funded Projects

• Principal Investigator (2016-2020), The Just Discipline Project. The Heinz Endowments.
• Co-Principal Investigator (2015-2020), Pitt Assisted Communities and Schools. The RK Mellon Foundation.
• Co-Principal Investigator (2019-2020), The Pittsburgh Study Middle Childhood Cohort. Children’s Hospital of Pittsburgh.
• Co-Principal Investigator (2016-2020), The African American Parenting Project. Spencer Foundation.
• Co-Principal Investigator (2016-2021). African American Students' Sociocultural Experiences, Motivation, Identity and Performance in Math. National Science Foundation.

Select Publications

Huguley, J.P., Wang, M.T., Pasarow, S., & Wallace, J. (in press). Just discipline in schools: an integrated and interdisciplinary approach. Children & Schools.

Huguley, J.P., Delale O’Connor, L., Wang, M.T., & Parr, A. (2020). African American parents’ educational engagement in urban schools: Racially and socially contextualized strategies for student success in adolescence. Educational Researcher. Advance online publication. https://doi.org/10.3102/0013189X20943199

Wang, M.T., Huguley, J.P., Henry, D., & Smith., L.V. (2020). Parental ethnic-racial socialization practices and children of color’s psychosocial and behavioral adjustment: A systematic review and meta-analysis. American Psychologist, 75, 1-22. https://doi.org/10.1037/amp0000464

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. https://doi.org/10.1037/bul0000187

Delale-O’Connor, L., Huguley, J.P., Parr, A., Wang, M.T. (2019). Racialized compensatory cultivation: Centering race in parental educational engagement and enrichment. American Educational Research Journal. Advance online publication. https://doi.org/10.3102/0002831219890575

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., 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. Advance online publication. 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

Kyere, E., Huguley, J.P., (2018). Exploring the process by which positive racial identity develops and influences academic performance in Black youth: Implications for social work. Journal of Ethnic & Cultural Diversity in Social Work. https://doi.org/10.1080/15313204.2018.1555502

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

Seider, S. C., Huguley, J. P., & Novick, S. N. (2013). College students, diversity, and community service learning. Teachers College Record, 115(3), 1-44. https://www.tcrecord.org/content.asp?contentid=16880

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

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://psycnet.apa.org/record/2011-15094-003

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