Designation: Professor
Department: Educational Studies
Email: moore.1408@osu.edu
University: The Ohio State University
Country: United States
Dr. James L. Moore III is the vice provost for Diversity and Inclusion and chief diversity officer at The Ohio State University, while serving as the first executive director of the Todd Anthony Bell National Resource Center on the African American Male. He is also the inaugural EHE Distinguished Professor of Urban Education in the College of Education and Human Ecology. From 2015 to 2017, He served as a program director for Broadening Participation in Engineering in the Engineering Directorate at the National Science Foundation in Arlington, Virginia, and, from 2011 to 2015, He was an associate provost for Diversity and Inclusion at The Ohio State University, where he managed numerous programs and units. He is internationally-recognized for his work on African American males. His research agenda focuses on school counseling, gifted education, urban education, higher education, multicultural education/counseling, and STEM education, and he is often quoted, featured, and mentioned in popular publications, such as the New York Times, Columbus Dispatch, Spartanburg Herald, Cincinnati Enquirer, Journal of Blacks in Higher Education, Chronicle of Higher Education, and Diverse: Issues in Higher Education. In both 2018 and 2019, he was cited by Education Week as one of the 200 most influential scholars and researchers in the United States, who inform educational policy, practice, and reform.
His research agenda focuses on the following: (a) how educational professionals, such as school counselors, influence the educational/career aspirations and school experiences of students of color (particularly African American males); (b) socio-cultural, familial, school, and community factors that support, enhance, and impede academic outcomes for preK-20 African American students (e.g., elementary, secondary, and postsecondary); (c) recruitment and retention issues of students of color, particularly African Americans, in preK-12 gifted education and those high-potential college students in science, technology, engineering, and mathematics (STEM) majors; and (d) social, emotional, and psychological consequences of racial oppression for African American males and other people of color in various domains in society (e.g., education, counseling, workplace, athletics, etc.).
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