The research and scholarship produced at the Charles H. Houston Center is designed to inform researchers, educational personnel, and other stakeholders regarding the Black experience in education. Accordingly, the Charles H. Houston Center explores the impact of demographic factors, academic orientations, school characteristics, and academic and social experiences on African American students' academic achievement, psychosocial development, and educational outcomes from pre-kindergarten through college.
The Charles H. Houston Center explores critical issues that focus on the factors impacting the pathways to a college degree and occupational attainment for African Americans. Accordingly, we conduct empirical studies regarding academic achievement, access and equity, educational policy, labor market outcomes, and student development.
Academic Achievement: At the Charles H. Houston Center, we conduct studies that examine the impact of academic experiences, learning orientations, educational environments, demographic variables, and family characteristics on African American students' academic achievement from early childhood through college.
Access and Equity: Because the success of African American students is dependent on teachers, school counselors, student affairs professionals, educational leaders, and college faculty, the Center's research includes an examination of educational professionals with regard to their representation and productivity in educational settings. Research in this area also focuses on issues impacting college access for African American students. Additionally, research at the Charles H. Houston Center explores the representation of African Americans in gifted education programs.
Educational Policy: This area of research at the Charles H. Houston Center examines educational policies to determine the extent to which they positively influence the recruitment, retention, and graduation of African American students. This research area also considers how educational policies influence teachers, college faculty, educational leaders, and institutional effectiveness. Additionally, this area includes the examination and evaluation of organizational and economic dynamics in elementary and secondary schools, historically Black colleges and universities, as well as other postsecondary institutions.
Labor Market Outcomes: This area of inquiry explores the effects of demographic factors, institutional characteristics, and academic experiences on African American students' career development outcomes and occupational attainment. This research area also examines occupational outcomes among African American teachers, educational leaders, and college faculty.
Student Development: At the Charles H. Houston Center, researchers investigate factors that influence African American students' academic and social integration, affective development, health orientations, spiritual development, and cognitive development in educational settings. This area of inquiry also explores issues related to the preparation and professional development of teachers, school counselors, principals, college faculty, student affairs professionals, and higher education administrators. Research in this area also includes psychometric studies of instrumentation designed to measure cognitive and affective variables that impact student development.
The Charles H. Houston Center collaborates with researchers and other stakeholders to pursue funding opportunities to conduct research and implement educational programs. Additionally, faculty and staff at the Charles H. Houston Center collaborate with scholars to study critical issues impacting the Black experience in education, coordinate educational programs, and disseminate scholarly information.
Faculty and staff at the Charles H. Houston Center evaluate programs and activities that are aligned with the Center's research areas. In this regard, the Charles H. Houston Center evaluates Clemson University's Call Me MISTER program and the Emerging Scholars Program.