Scott Seider

Scott Seider is an applied developmental psychologist whose research focuses on the role of schools in supporting adolescents’ civic development. He has reported on this work in more than 70 academic publications including Schooling for Critical Consciousness: Engaging Black and Latinx Youth in Analyzing, Navigating, and Challenging Racial Injustice (Harvard Education Press, 2020). Findings from this five-year study of youth critical consciousness development have also been published in academic journals such as Child Development, Developmental Psychology, and the Journal of Research on Adolescence.

As a core faculty member in the Counseling, Developmental and Educational Psychology department at the Lynch School, Dr. Seider teaches undergraduate and graduate courses focused on adolescent development. He also serves on advisory boards for a number of different youth-serving organizations including EL (Expeditionary Learning) Education, the Journal of Adolescent Research, and the Center for Parent & Teen Communication.

Prior to joining the Boston College faculty, Dr. Seider worked as a teacher-educator at Boston University and as an English teacher in the Boston Public Schools and Westwood Public Schools.

SELECT AWARDS AND HONORS

• NAEd Postdoctoral Fellowship, National Academy of Education/Spencer Foundation, 2013
• Moral Development & Education Outstanding Book Award, American Educational Research Association, 2013
• Community Builder Award, Phillips Brooks House Association Summer Urban Program, 2013
• Moral Development & Education Outstanding Book Award, American Educational Research Association, 2012
• Kuhmerker Dissertation Award, Association for Moral Education, 2010
• Marquand Award for Exceptional Advising and Counseling, Harvard University, 2007
• Presidential Doctoral Fellowship, Harvard University, 2004
• METCO Program Distinguished Service Award, Westwood Public Schools, 2000
  
• Richard G. and Henry R. Ames Award for Service and Leadership, Harvard University, 1999
• Phi Beta Kappa, Harvard College, 1999