Lloyd M. Talley, Ph.D., M.S.Ed

He/Him/His

Assistant Professor / Black Male Psychology Initiative Coordinator / Research Capstone Co-Chair

About

Dr. Lloyd M. Talley is an Assistant Professor of Psychology at Hampton University, where he leads the I³–HubHL Research Collective. He is the founder of DiversFYI Consulting and spent more than seven years as a Senior Consultant with the New York City Department of Education, contributing to initiatives such as NYC Men Teach and Computer Science for All (CS4ALL). His research examines how identity shapes stress, coping, motivation, and digital health across the lifespan, with a sustained focus on Black boys and men and stage-specific life outcomes. Dr. Talley is an NSF Professorial Advancement Fellow and completed postdoctoral training at the University of Michigan and Duke University. His interdisciplinary publications span psychology, education, and health sciences, including work on digital racial literacy and racial literacy in technology. Methodologically, he draws on intersectionality and quantitative methods (e.g., person-centered analyses) within a developmental framework. Current projects include the Black Male Psychology Initiative and a digital health collaboration with Nursing and Health Education focused on stress, coping, and well-being among Black men and communities.

Education

Howard University, Bachelor’s, Communication & Culture
University of Pennsylvania, Masters of Science, Education, Culture & Society
University of Pennsylvania, PhD, Interdisciplinary Studies in Human Development
Postdoctoral Fellow, Duke University, Samuel Dubois Cook Center on Social Equity
Postdoctoral Fellow, University of Michigan, Curtis Center for Health & Health Equity

Courses Taught

Introduction to Psychology
Black Child Development
Motivation and Well-Being
Research Capstone 1
Research Capstone 2
Research Methods In Psychology

Areas of Expertise

Black Boys’ and Men’s Development & Flourishing
Risk, Resilience and Prevention Science
Digital Health and Technology’s Impact on Well-Being
Stress, Coping, and Motivation Across the Lifespan
Community-Based and Culturally Grounded Interventions

Research Interests

Black Boys’ and Men’s Development & Flourishing
Risk, Resilience and Prevention Science
Digital Health and Technology
Stress, Coping, and Motivation
Community-Based Interventions
Digital Racial Literacy
Intersectionality & Quantitative Methods
Identity-Based Intervention Science
Developmental & Lifespan Psychology

I³–HubHL Research Collective

The I³–HubHL Research Collective at Hampton University advances psychological science through two interconnected arms:

I³ Lab (Identity, Inquiry, Intervention): Focused on identity and its intersections with development, health, and flourishing. The flagship project, the Black Male Psychology Initiative, examines pathways of resilience, vulnerability, and intervention for Black boys and men.

HubHL Lab (Hampton University Behavioral Health Lab): Dedicated to behavioral health with an emphasis on digital health, stress, and motivation. Current collaborations with Nursing and Health Education explore digital health practices among Black communities and men, translating findings into culturally responsive interventions.

Membership Expectations

Participation in either arm of the Collective is by invitation only. Students are recommended to first complete a course with Dr. Talley, maintain a minimum 3.0 GPA, and have prior coursework in Research Methods, Introduction to Psychology, and at least one of the following: Developmental Psychology, Physiological Psychology, or Black Child Development.

Publications

Burns, J. C., Sweet-Jemmott, L., Darbes, L., Talley, L. M., Wilson, D. M., Ploutz-Snyder, R., & Jemmott, J. B. (2025). Exploring condom use intentions among urban Black emerging adult men. Nursing Outlook, 73(3), 102432. https://doi.org/10.1016/j.outlook.2025.102432

Brawner, B.M., Talley, L.M., Baker, J.L., Bowleg, L., Dominique, T.B., Robinson, D.Y., Riegel, B. (2022). A Convergent Mixed Methods Study of Cardiovascular Disease Risk Factors among Black Emerging Adult Men in the United States. Ethnicity & Disease

Watkins, D. C., Goodwill, J. R., Johnson, N. C., Casanova, A., Wei, T., Allen, J. O., Williams, E.G., Jackson, Z., Talley, L.M. & Abelson, J. M. (2020). An Online Behavioral Health Intervention Promoting Mental Health, Manhood, and Social Support for Young Black Men: The YBMen Project. American Journal of Men’s Health, 14(4)

Stevenson, H.C., Jemmott, L.S., Jemmott, J.B., White, S.L., Talley, L.M. Chittamuru, D., Kim, S., O’Leary, A. (2020) Efficacy and Mediation of a Racial Literacy-Infused Barbershop-based Intervention to Reduce Violence Retaliation for Young African American Men: A Cluster-Randomized Controlled Trial. Cultural Ethnic Diversity and Minority Psychology

Baker, J. L., Stevenson, H. C., Talley, L. M., Jemmott, L.S., & Jemmott, J. (2018) Development of a barbershop based violence intervention for young Black emerging adult men. Journal of Community Psychology.

Slaughter-Acey, J. C., Talley, L.M., Misra, D. (2018) Personal versus group experiences of racism and risk of delivering a small-for-gestational-age infant in African American women, a life course perspective. Journal of Urban Health

Talley, L. M., Vogel, S., James, S., Ray, S. J., Crawford, C., Vogelstein, L., Hoadley, C., Barrales, W., Jones, S. T., & Computer Science Educational Justice Collective. (2025). Building your computer science education equity toolkit. In CS Educational Justice Collective (Ed.), Advancing educational equity in computer science: A guide for educators and their allies
(Digital edition). SUNY Press. https://aeecs.pressbooks.sunycreate.cloud/chapter/chapter-6/

Talley, L. M., Vogel, S., James, S., Ray, S. J., Crawford, C., Vogelstein, L., Hoadley, C., Barrales, W., Jones, S. T., & Computer Science Educational Justice Collective. (2025). Setting your computer science equity commitments. In CS Educational Justice Collective (Ed.), Advancing educational equity in computer science: A guide for educators and their allies (Digital edition). SUNY Press. https://aeecs.pressbooks.sunycreate.cloud/chapter/chapter-7/

Talley, L. M., & Computer Science Educational Justice Collective. (2025). Getting started with digital racial literacy in
computer science education. In CS Educational Justice Collective (Ed.), Advancing educational equity in computer science: A guide for educators and their allies (Digital edition). SUNY Press. https://aeecs.pressbooks.sunycreate.cloud/chapter/chapter-8/

Talley, L. M., & Computer Science Educational Justice Collective. (2025). Applying digital racial literacy in computer science education. In CS Educational Justice Collective (Ed.), Advancing educational equity in computer science: A guide for educators and their allies (Digital edition). SUNY Press. https://aeecs.pressbooks.sunycreate.cloud/chapter/chapter-9/

Talley, L. M., & Computer Science Educational Justice Collective. (2025). Auditing your digital racial literacy practice. In CS Educational Justice Collective (Ed.), Advancing educational equity in computer science: A guide for educators and their allies (Digital edition). SUNY Press. https://aeecs.pressbooks.sunycreate.cloud/chapter/chapter-10/ Computer Science Educational Justice Collective. (2025). Advancing educational equity in computer science: A guide for educators and their allies (Digital edition). SUNY Press. https://aeecs.pressbooks.sunycreate.cloud/

Warren, C. A & Talley, L.M. (2016). “Nice White Ladies”: Race, Whiteness, and the Preparation of a More Culturally Responsive Teaching Force. In S. D. Hancock & C. A Warren (Eds.). White woman’s work: Examining the
Intersectionality of Teaching, Identity, and Race. Charlotte, NC: Information Age Publishing

O’Leary, A., Talley, L.M., Frew, P. (2016) Preface. In O’Leary & Frew, P. (Eds.), Poverty in The United States: Voices of Women (pp. xx-xxv.) Atlanta, GA: Springer

Personal Accomplishments

NSF-Funded Project – Participating in Literacies and Computer Science (Award #1837446), served as content lead and racial literacy expert, integrating identity frameworks into professional development
National Science Foundation (NSF) Professorial Advancement Fellow – University of Michigan (2020).
Postdoctoral Fellowship – James & Vivian L. Curtis Center for Health Equity, University of Michigan
Postdoctoral Fellowship – Samuel DuBois Cook Center on Social Equity, Duke University
William E. Arnold Award for Outstanding Contributions by a Student, University of Pennsylvania (2018).
Student Advocacy Award, University of Pennsylvania (2018).
Provost’s Prize for Excellence in Teaching by Graduate Students, University of Pennsylvania (2017).
Dean’s Doctoral Fellow, University of Pennsylvania (2014–2018).
Dean’s Doctoral Fellow, University of Pennsylvania (2014–2018).
Graduate School of Education Award for Outstanding Leadership, University of Pennsylvania (2014).
Talley, L.M. (2020). Unpacking Risk and Resilience Among Black Emerging Adult Men: A Quantitative Intersectional Analysis. MLK’s Legacy for Behavioral and Social Research: Perspectives from New Scholars. Institute for Social Research, University
Michigan, 2020. https://www.youtube.com/watch?v=ZRTDfArzBCs
Talley, L. M. & Crawford, C., (2020, June 10). Decoding tech & race through racial literacy [Audio podcast episode]. In No Such Thing. Acast. https://podcasts.apple.com/us/podcast/decoding-tech-race-through-racial-literacy/id1279984850?i=1000477528650

Professional Affiliations

American Psychological Affiliation
Society for Research on Child Development
Society for the Study of Emerging Adulthood
American Education Research Association
Dr. William Fontaine Minority Doctoral Scholar Society, University of Pennsylvania

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