Doctor of Philosophy (Ph.D.)
Social Psychology
Howard University
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Faculty
Faculty
Veronica G. Thomas ( She/Her)
Professor
Department/Office
- Human Development & Psychoeducational Studies
School/College
- School of Education
Biography
Veronica G. Thomas, Ph.D., is a professor in the Department of Human Development and Psychoeducational Studies at Howard University. She also serves as the Evaluation and Continuous Improvement (ECI) Director for the Georgetown-Howard Universities Center for Clinical Translational Sciences (GHUCCTS). Her research interests include culturally responsive evaluation, physical and psychological well-being of Black families, with particular emphasis on women and girls, and the academic and professional development of students of color. Thomas’s work has been funded by the National Science Foundation, the National Institutes of Health, the U.S. Department of Education, and the Women’s College Coalition, to name a few.
Thomas is co-author of two SAGE Publication graduate textbooks, Health Program Evaluation: Using a Culturally Responsive, Racialized, and Equity Perspective and Evaluation in Today’s World: Respecting Diversity, Improving Quality, and Promoting Usability. Over the years, she has published articles in numerous refereed journals including the American Journal of Evaluation, New Directions for Evaluation, Journal of Community Genetics, Journal of Black Psychology, International Journal for the Advancement of Counselling (British spelling), Family Relations, Adolescence, Educational Leadership, Journal of Adult Development, Review of Research in Education, Journal of Negro Education, Sex Roles, Journal of Social Psychology, Women and Health, and the Journal of the National Medical Association.
Thomas's major professional associations include the American Evaluation Association, the American Psychological Association, the American Association of Blacks in Higher Education, the American Educational Research Association, and the Textbook and Academic Authors Association. In 2021, she received a Most Promising New Textbook Award from the Textbook and Academic Authors Association. Additionally, in 2019, she received the American Evaluation Association’s Multiethnic Issues in Evaluation Scholarly Leader Award for scholarship that has contributed to social justice-oriented, equity-focused, and culturally responsive literature.
Education & Expertise
Education
Master of Science (M.S.)
Psychology
Howard University
Bachelor of Science (B.S.)
Psychology
South Carolina State University
Expertise
Culturally responsive and social justice evaluation, particuarly in the fields of education and healthPhysical and psychological well being of women at midlifeDiversity issues in teaching and learning
Academics
Academics
Graduate Courses
Evaluation Methodology
Select Topics in Evaluation
Diversity in the College Classroom
Undergraduate Courses
Positive Aging Across the Lifespan
Risk & Resiliency in Families and Relationships
Honors Seminar
Honors Thesis
Research
Research
Funding
National Science Foundation
Co-Principal Investigator and Director of Social Science Research Component: An AGEP Historically Black Universities Alliance Model with Community College Teaching as a Platform for Advancing Underrepresented Minority STEM Doctoral Candidates in Faculty Careers. (HHMS-AGEP (Howard, Hampton, Morgan State Universities – Alliance for Graduate Education and the Professoriate). 9/1/2020-5/10/2025. Total Award: $1,445,262.
National Institutes of Health
Director, Evaluation and Continuous Improvement Component: Evaluation and Continuous Improvement Component (ECI), GHUCCTS (Georgetown-Howard University Center for Clinical Translational Science. 08/28/2015 – 03/31/2025 (currently in no-cost extension year while renewal grant under review) Total Award: $27M (to combined Georgetown and Howard Universities).
National Science Foundation
Co-Principal Investigator: Collaborative Research: AGEP Transformation Alliance: CIRTL AGEP - Improved Academic Climate for STEM Dissertators and Postdocs to Increase Interest in Faculty Careers. 2016-2020. Total Award - $144,463.
Accomplishments
Accomplishments
Textbook & Academic Authors Association - Most Promising New Textbook Award, 2021
Evaluation in Today’s World: Respecting Diversity, Improving Quality, and Promoting Usability. SAGE Publications
American Evaluation Association’s Multiethnic Issues in Evaluation TIG (Topical Interest Group) - Scholarly Leader Award, 2021
For scholarship that has contributed to social justice-oriented, equity-focused, and/or culturally responsive evaluation literature.
Annie E. Casey Foundation - LEEAD (Leaders in Equitable Evaluation and Diversity, 2016)
For contribution and service as mentors to LEEAD scholars
Publications and Presentations
Publications and Presentations
Textbooks
Health Program Evaluation: Using a Culturally Responsive, Racialized, and Equity Perspective
This timely textbook focuses on planning and implementing evaluation of public health programs through an equity-focused, socially just and racialized lens.
Evaluation in Today’s World: Respecting Diversity, Improving Quality, and Promoting Usability
This is a timely and comprehensive textbook that guides students, practitioners, and users of evaluations in understanding evaluation purposes, theories, methodologies, and challenges within today’s sociocultural and political context
Influence of Black HBCU STEM Doctoral Students’ Intersecting Identities on Their Values and Expectations Toward Entering the Professoriate
Intersecting identities influence the career values and expectations of Black STEM doctoral students. While previous research on this population focuses primarily on Black students attending predominately White institutions (PWIs), this study adds to the literature by amplifying the voices of Black historically Black colleges and universities (HBCU) STEM doctoral students.
Calling it like we see it! Our reflections, positionality, and vision for CRE’s future
Calling it like we see it! Our reflections, positionality, and vision for CRE’s future
This article highlights the reflections and positionality of two African American women evaluators who have unapologetically integrated their professional and personal identities into their culturally responsive evaluation (CRE) scholarship and practice. After a brief overview of culturally responsive evaluation (CRE), the authors describe how their positionality and intersectionality as African American women (among other identities) inevitably frame their evaluative thinking and practice. Subsequently, they describe critical moments in their CRE journey over the past 25 years, particularly illuminating the influence of Stafford Hood. They conclude with a vision for CRE as a tool to help reduce inequalities and improve the lives of individuals and communities, especially those often marginalized and excluded.
Attitudes and experiences regarding genetic research among persons of African descent
Attitudes and experiences regarding genetic research among persons of African descent
Minorities are underrepresented in genetic research. This study examined the attitudes, experiences, and willingness of persons of African descent related to participation in genetic research. A total of 272 persons of African descent completed a questionnaire about attitudes and experiences associated with genetic research.
If They Don’t Give You a Seat at the Table, Bring a Folding Chair: My HBCU Faculty Experiences
If They Don’t Give You a Seat at the Table, Bring a Folding Chair: My HBCU Faculty Experiences in Journeys of Black women in academe: Shared Lessons, Experiences, and Insights (pp. 103-120)
The author reflects on her journey to becoming a Black female full professor at a Historically Black College and University (HBCU). Additionally, she summarizes the research on the successes and challenges for women professors, Black professors more broadly, and Black female professors, more specifically, to contribute to a deeper understanding of the positionality and stance of Black women professors. Although HBCUs are higher education institutions where Black female professors achieve tenure in the greatest percentages, the author highlights the intersection of race and gender and the unfortunate gendered power dynamics in these spaces that frequently place Black female faculty at a disadvantage. The chapter concludes with strategies for Black women professors to survive and thrive in academia, in general, and at HBCUs, more specifically.