Contact Information

Biography

Dr. Christopher L. Harris (he/him) is a Clinical Assistant Professor of Educational Psychology in the Department of Educational Foundations and Leadership at Duquesne University. He received his Ph.D. in Educational Psychology from the University of Toledo in 2023. Additionally, he received his Master of Education in Educational Leadership from the University of Mount Union and his Bachelor of Arts in Political Science from Kent State University.

His research delves into three key areas: (1) the self and identity development of K-12 Black and Brown students, emphasizing the evolution of these identities over time to shape educational practice and theory; (2) the psychological and social-emotional impact of stress and gendered racism on minoritized populations, particularly Black boys; and (3) the critical re-examination of educational psychology theories to better align them with the diverse experiences and needs of today’s learners.

Learn more about Dr. Harris and his work in his Q&A interview with us.

Education

  • Ph.D., Educational Psychology, University of Toledo, 2023
  • M.Ed., Educational Leadership, University of Mount Union, 2018
  • B.A., Political Science, Kent State University 2015

C.V.

 

 

School

  • Educational Psychology
  • Multicultural Psychology
  • Classroom Management
  • Introduction to Critical Education
Harris, C.L. (2025). Dear reader: Book banning’s threat to Black and Brown educators. Journal of Urban Learning, Teaching, and Research.

Martin, J.L., Brockmier-Sommers, D.K., Harris, C.L., & Martsch, M.D. (2022). Using Freirean and Rogerian theory to create anti-racist and peace-based intersectional online learning communities. In X. Woodley, & M. Rice (Eds.) Culturally responsive teaching and learning through theory, with design and practice. (pp. 118-135). Routledge.
Green, B., Mathieu-Sher, R., Robinson, J. N., Gonzalez, S., & Harris, C.L. (2024). Vulnerable and Marginalized Populations in Schools. In Cognella Publishing (Ed.), Critical Classroom Management: Student-Centered Approaches.

Harris, C.L., & Martin, J.L. (2023). Populism versus critical race theory. In the U.S. Encyclopedia of new populism and its responses in the 21st century. Springer.

Martin, J.L., Brockmier-Sommers, D.K., Harris, C.L., & Martsch, M.D. (2022). Using Freirean and Rogerian theory to create anti-racist and peace-based intersectional online learning communities. In X. Woodley, & M. Rice (Eds.) Culturally responsive teaching and learning through theory, with design and practice. (pp. 118-135). Routledge.
Harris, C.L. (2024). Dear reader: Book banning’s threat to BIPOC teachers. [Presentation given for Duquesne University’s Center for Community-Engaged Teaching and Research (CETR) Journal Club]. Duquesne University, 2024, Pittsburgh, PA.

Harris, C. L., Toland, M. D., & Kovach, Pescara-Kovach, L. (2023, August 3). The impact of curricular experiences on the racial identity of Black students. [Poster presented at the annual convention of the American Psychological Association]. APA 2023, Washington, D.C.