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Featured researches published by James L. Moore.


The Journal of Men's Studies | 2003

The Prove-Them-Wrong Syndrome: Voices from Unheard African-American Males in Engineering Disciplines

James L. Moore; Octavia Madison-Colmore; Dionne Maria Smith

Using the grounded theory approach as a conceptual framework, this study sought to explore the phenomenon of persistence. More specifically, the purpose of this study was to examine the perceptions, attitudes, and experiences of African-American males who were able to persist in engineering at a predominately White institution (PWI) located in the southeastern part of the United States. This study revealed, through extensive individual and group interviews, that persistent African-American male students possess personality characteristics that help them persist in engineering majors. The “prove-them-wrong syndrome” is offered as an explanation to better understand the phenomenon of persistence for the African-American males in the study.


American Behavioral Scientist | 2008

Introduction The African American Male Crisis in Education: A Popular Media Infatuation or Needed Public Policy Response?

Jerlando F. L. Jackson; James L. Moore

This special theme issue, Beyond Brown: New Approaches to Addressing Inequities in Education for African American Males, addresses not only a major void in the research literature, but serves as a catalyst for better understanding the educational plight and its social implications for African American males throughout the United States. The editors of this special issue assembled some of Americas best and brightest social scientists and researchers to examine the contemporary experiences of African American males in education, as well as to offer new approaches to addressing these educational and societal issues. To this end, the contributors were asked to use the monumental court decision as a point of departure and move beyond Brown to examine the constellation of variables that may explain the general condition for African American males in education.This special theme issue, Beyond Brown: New Approaches to Addressing Inequities in Education for African American Males, addresses not only a major void in the research literature, but serves as a catalyst for better understanding the educational plight and its social implications for African American males throughout the United States. The editors of this special issue assembled some of Americas best and brightest social scientists and researchers to examine the contemporary experiences of African American males in education, as well as to offer new approaches to addressing these educational and societal issues. To this end, the contributors were asked to use the monumental court decision as a point of departure and move beyond Brown to examine the constellation of variables that may explain the general condition for African American males in education.


Gifted Child Quarterly | 2005

Recruitment Is Not Enough: Retaining African American Students in Gifted Education.

James L. Moore; Donna Y. Ford; H. Richard Milner

In public school systems all around the country, educators—teachers, counselors, and administrators—have made significant progress in identifying and recruiting diverse populations in gifted and enrichment programs. Despite the efforts, too many African American students and other students of color (e.g., Hispanic Americans and Native Americans) are not faring well in gifted education. The social and cultural obstacles (e.g., racial and ethnic prejudice, negative peer pressure, poor parental involvement, negative teacher and counselor expectations, etc.) that students of color, particularly African Americans, face in gifted education are well known. In order to improve African American student retention, it is clear that public school systems must do more. Recruitment is an important component for increasing the number of African American students in gifted education, but retention is equally important. Using multiple frameworks, this article examines the notion of retention and its many challenges and offers recommendations for improving the retention of African American students in gifted education.


Exceptional Children | 2008

Inside and outside Gifted Education Programming: Hidden Challenges for African American Students

Malik S. Henfield; James L. Moore; Chris Wood

This qualitative study used Critical Race Theory as a theoretical framework to examine the meaning, context, and process by which 12 African American students in gifted education programs formulated perceptions of their experiences in those programs. The following themes emerged from the semistructured, biographical questionnaires and individual interviews: (a) critical issues facing gifted African American students; (b) ways that the students navigate the perils of gifted education; and (c) the benefits of gifted education. These themes highlight the salience of race inside and outside gifted education programs. The research findings also provide practical applications for teachers, principals, school counselors, and parents.


Theory Into Practice | 2005

Underachievement Among Gifted Students of Color: Implications for Educators

James L. Moore

On a daily basis, teachers, school, counselors, and administrators are troubled by the unfortunate reality that a significant number of students of color (e.g., African American, Hispanic American, and Native American), including those identified as gifted, are not reaching their academic potential in school settings. This article presents an overview of social and psychological barriers that commonly impede the academic performance of gifted students of color. The authors assert that efforts to reverse underachievement among students of color have failed because these students have been misguided. It is argued that, until the needs and issues surrounding cultural diversity are addressed, gifted students of color will continue to underachieve academically. Implications are provided to teachers, counselors, and others to reverse the systemic cycle of failure that is too often prevalent among students of color in general and gifted students of color in particular.


Roeper Review | 2004

Beyond cultureblindness: A model of culture with implications for gifted education

Donna Y. Ford; James L. Moore; H. Richard Milner

We are fond of stating that “what is valued and viewed as gifted in one culture may not be considered gifted in another culture.” This assertion appears in gifted education textbooks and in the writings of several scholars. However, beyond stating this assertion and providing a few examples to support it, scholars in gifted education, ourselves included, have not provided a substantive treatment of the concept of “culture” in their works. This void is addressed in this article where we share definitions and functions of culture, along with a theoretical model for understanding culture. The article ends with implications for gifted education.


Gifted Child Today | 2013

Gifted Education and Culturally Different Students: Examining Prejudice and Discrimination via Microaggressions

Donna Y. Ford; Michelle Trotman Scott; James L. Moore; Stanford O. Amos

I n the previous issue of Gifted Child Today (GCT; Ford, 2013) focused on prejudice (beliefs and attitudes) and discrimination (actions and behaviors) using the theoretical frameworks of Gordon Allport and Robert Merton to inform, in part, why Black students were underrepresented in gifted education. She argued that deficit thinking (low and negative expectations) and prejudicial thinking about the capabilities of Black students keep them from being referred by teachers for gifted education screening, identification, and services. It was noted that the models by Allport and Merton were only two of many other models that inform not just underrepresentation, but also recruiting and retaining culturally different students in gifted education. A fuller treatment of recruitment and retention barriers for culturally different students appears in Ford (in press). In this article, the coauthors continue this line of scholarship to concentrate on an equally relevant and timely theory of prejudice and discrimination-microaggressions—in the context of gifted education. As with the previous article, the dual purpose of the current article is (a) to (further) expose professionals in gifted education to attitudinal barriers that hinder, at best, and deny, at worst, access to gifted education for Black and Hispanic students and (b) to effect significant changes to advocate for and be professionally accountable for all the culturally different gifted students we must teach. Ultimately, we hope that sharing this third model will further help educators to decrease/eliminate underrepresentation and improve recruitment and retention among these culturally different groups. It is not our intent to reiterate the need and rationale for addressing prejudice, and possible and real discrimination, in gifted education. To the point, readers can and must refer to the previous GCT article (Ford, 2013), Ford (in press), and our individual and collective works with schools, communities, families, and culturally different students. The data speak volumes— at no time in the history of gifted education have Black students been equitably represented (e.g.. Ford, 2010, 2011, in press; Ford, Grantham, & Whiting, 2008). The same holds true for Hispanic students (Castellano & Frazier, 2010; Ford, in press). In the majority of our publications and work with schools and organizations, we present gifted education trends for Black and/or Hispanic students, with attention to gender disparities. The experiences of Black males, Hispanic males. Black females, and Hispanic females are similar and different. Black males and Hispanic males, respectively, are the most underrepresented students in gifted education (Ford, 2011). Gender differences cannot be ignored or trivialized in the gifted education recruitment and retention process (see Ford, in press; Moore & Flowers, 2012). As we write this article, the most recent data reveal that Black and Hispanic students are again extensively underrepresented T o ELIMINATE


Epilepsy & Behavior | 2005

The significance of folic acid for epilepsy patients

James L. Moore

The following is a comprehensive review of the current understanding of the many important roles of folic acid in the health of patients with epilepsy. A review of past and current literature reveals that folic acid plays important roles in the areas of hematology, neurology, development, and reproduction. Also highlighted are new areas for exploration.


Journal of Black Studies | 2012

Concurrent Validity of the Learning and Study Strategies Inventory (LASSI) A Study of African American Precollege Students

Lamont A. Flowers; Brian K. Bridges; James L. Moore

Concurrent validation procedures were employed, using a sample of African American precollege students, to determine the extent to which scale scores obtained from the first edition of the Learning and Study Strategies Inventory (LASSI) were appropriate for diagnostic purposes. Data analysis revealed that 2 of the 10 LASSI scales (i.e., Anxiety and Test Strategies) significantly correlated with a measure of academic ability. These results suggested that scores obtained from these LASSI scales may provide valid assessments of African American precollege students’ academic aptitude. Implications for teachers, school counselors, and developmental studies professionals were discussed.


Roeper Review | 2008

Conducting Cross-Cultural Research: Controversy, Cautions, Concerns, and Considerations

Donna Y. Ford; James L. Moore; Gilman W. Whiting; Tarek C. Grantham

In this article, the authors share concerns and considerations for researchers conducting cross-cultural research in gifted education. They contend that researchers should be mindful of the need to consider their own humanness—their beliefs, assumptions, attitudes, values, paradigms—and the limitations of their humanness when working with research participants from racially, culturally, and linguistically diverse backgrounds, especially those backgrounds that differ from their own. Furthermore, the authors assert that research is culture bound and that it is very difficult to conduct research where circumstances, demographics, and context can be ignored, minimized, negated, or in any way trivialized. Examples are presented of racially, culturally, and linguistically responsive researchers.

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Chance W. Lewis

University of North Carolina at Charlotte

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