Research

Dr. Hoston’s research examines areas of minority voting behavior, political behavior of African-American politicians, and race and minority group behavior. His dissertation entitled, “African-American Legislators Post-Katrina: Race, Representation, and Voting Rights Issues in the Louisiana House” explored the scope and nature of African-American representation in Louisiana in the post-Hurricane Katrina period. This dissertation was nominated for the Best Dissertation award in the Race, Politics, and Ethnicity section of the APSA 2008 annual meeting.

Dr. Hoston is currently working on a book length manuscript entitled, “Black Politics in Louisiana: The Road to Recovery Post-Katrina.” He has several articles under review and in progress. His research has appeared in the American Review of Politics, Journal of Southern Studies, Journal of Black Studies and Journal of College Orientation and Transition.

Teaching
 

Dr. Hoston is a dedicated and enthusiastic teacher who is able to offer a wide variety of classes in the discipline of political science, specifically American Political Institutions and Urban and Minority Politics. His teaching interests are in American Government, State and Local Government, Legislative Process (Congress), American Presidency, African-American and Minority Politics, and Political Methodology. In the classroom, Dr. Hoston firmly believes that it is important to learn effective teaching techniques, exercise proper classroom etiquette, be flexible but firm, use methods for proficient classroom management, and accept suggestions to create a better overall learning experience for students.

Dr. Hoston has developed a curriculum that meets the diverse needs of students. While class lectures are an integral part of learning, he also believes that in-class discussions and in-class simulation games are a significant part of the learning process. These exercises allow him to: (1) address questions that students may have to better understand the materials being taught, (2) introduce contemporary political issues to make the class lecture relevant to students, (3) cultivate a learning environment where students become political actors and make substantive political decisions. This atmosphere helps students to further engage in the learning process.