[3] After obtaining his PhD from the University of Michigan, Boykin became an associate professor at Cornell, where he gained tenure.
[3] After concluding his service to Capstone, Boykin remained at Howard as a professor and director of the graduate psychology program.
[4] He was a fellow at the Center for Advanced Study in the Behavioral Sciences for a year and was called as a member of the Emergency Commission on Urban Children.
[6] The Talent Quest Model has four major pillars: overdetermined success, integrity-based ethos, multiple expected outcomes, and co-construction.
For example, "The effects of movement expressiveness in story content and learning context on the analogical reasoning performance of African American children" (2001) and "The comparative influence of individual, peer tutoring, and communal learning contexts on the text recall of African American children" (2000) were both studies that provided support for specific aspects of the Talent Quest Model.
In order to facilitate productive, non-politicized conversation about the topic, the APA assembled a task force to assess the facts about intelligence.
Additionally, they stated that the genetic hypothesis (as used in the Bell Curve) does not explain the intelligence test score differences between racial groups.
This work takes on the task of arguing with those who claim that African American students have negative attitudes towards academic achievement.
[8] Boykin and his colleagues found that African-American students supported academic achievement in the scenarios that represented the orientations of verve and communalism.
Boykin and his colleagues go onto assert that integrating communal and verve orientations into public schools might be a good way to make African American children feel more positive about academic achievement.
[8] This study captures the type of research and contributions that Boykin puts forth; he assesses the problem and makes suggestions to remedy it.