Michele S. Moses

Associate Dean for Graduate Studies
Areas of Expertise
Affirmative Action, Democratic Theory, Equal Educational Opportunity, Higher Education, Philosophy of Education, Policy, Race and Education

Biography

Michele Moses is Professor of Educational Foundations, Policy and Practice. She has served as Associate Dean for Graduate Studies of the School of Education since 2010.

Professor Moses is a philosopher of education who is centrally concerned with education policy studies, especially as related to race, ethnicity, and equality of educational opportunity. Her current research is aimed at gaining a deeper understanding of the roots of the political debates over race-conscious policies that profoundly affect meaningful opportunities for higher education. She is examining the nature of persistent moral disagreement over affirmative action as well as how college access and outreach programs affect low income students’ social capital and social contexts of choice.

Although her work primarily has used philosophical inquiry, she has used both quantitative and qualitative methods when the research questions have warranted broader inquiry and analyses. For example, she has conducted research concerned with how voters understand race-conscious education policy, which used both survey research and qualitative interview and media content analyses. 

Professor Moses teaches courses such as Theoretical Issues in Education Policy, Philosophy of Education, and Gender Issues in Education.

Professor Moses was awarded the AERA’s Early Career Award (in 2009) as well as Fulbright Specialist and New Century Scholar awards, AERA Division J’s Outstanding Publication (best article in 2007), AERA Committee on Scholars of Color in Education’s Early Career Contribution Award, and a National Academy of Education/Spencer Foundation Post-Doctoral Fellowship. Her work has appeared in journals such as American Educational Research Journal,Educational ResearcherHarvard Educational Review, and Journal of Social Philosophy. She has presented her work in Brazil, Canada, Mexico, Switzerland, and the United States. In addition, Dr. Moses is the author of Embracing Race: Why We Need Race-Conscious Education Policy (Teachers College Press, 2002) and she has a new book forthcoming from the University of Chicago Press: Living with Moral Disagreement: The Enduring Controversy about Affirmative Action

Professor Moses’ editorial experience includes a term as Associate Editor for the Section on Social and Institutional Analysis of the American Educational Research Journal, Reviews Editor for the Journal of Philosophy of Education, and the Editorial Advisory Board Member of Education Policy Analysis Archives. She currently serves as a fellow of the National Education Policy Center.

Education 

PhD, Education, University of Colorado Boulder, 1999 
MA, Philosophy, University of Colorado Boulder, 1998 
MEd, Higher Education, University of Vermont, 1992 
BA, Latin American Studies, University of Virginia, 1990

Selected Publications

(For complete list of publications, please see the faculty member's curriculum vitae.)

Articles

Farley, A. N., Gaertner, M. N., and Moses, M. S. (2013). Democracy under Fire: Voter Confusion and Influences in Colorado’s Anti-Affirmative Action Initiative. Harvard Educational Review, 83(3), pp. 432-462.

Moses, M. S. and Rogers, J. (2013). Enhancing a nation’s democracy through equitable schools. In Prudence L. Carter and Kevin G. Welner (Eds.), Closing the Opportunity Gap: What America Must Do to Give All Children an Even Chance. Oxford, UK: Oxford University Press.

Moses, M. S. and Saenz, L. P. (2012). When the Majority Rules: Ballot Initiatives, Race-Conscious Education Policy, and the Public Good. Review of Research in Education, 36(1), pp. 134-159: Education, Citizenship and the Public Good, edited by Kathryn Borman, Arnold Danzig, and David R. Garcia.

Moses, M. S. (2011). Race, Affirmative Action, and Equality of Educational Opportunity in a So-Called “Post-Racial” America. Kansas Journal of Law and Public Policy, 20(3). 20 Kan. J.L. & Pub. Pol'y 413.        

Moses, M. S. and Farley, A. N. (2011). Are Ballot Initiatives a Good Way to Make Education Policy?: The Case of Affirmative Action. Educational Studies, 47(3), 260-279.

Moses, M. S. (2010). Moral and Instrumental Rationales for Affirmative Action in Five National Contexts. Educational Researcher, 39(3), pp. 211-228.

Moses, M. S., Yun, J. T., and Marin, P. (2009). Affirmative Action’s Fate: Are 20 More Years Enough? Education Policy Analysis Archives, 17(17). 

Moses, M. S. and Saenz, L. P. (2008). Hijacking Education Policy Decisions: The Case of Affirmative Action. Harvard Educational Review, 78(2): 289-310.

Moses, M. S., Marin, P. and Yun, J. T. (2008, October 10). Ballot Initiatives that Oppose Affirmative Action Hurt All Students. The Chronicle of Higher Education.

Moses, M. S. and Nanna, M. J. (2007). The Testing Culture and the Persistence of High Stakes Testing Reforms. Education and Culture, 23(1), pp. 55-72.

Moses, M. S. and Saenz, L. P. (2006, November 3). In Views, The Information Gap on Affirmative Action. Inside Higher Ed.

Moses, M. S. (2006). The diversity rationale: The intellectual roots of an ideal. Philosophy & Public Quarterly, 26(3-4), 27-31.

Moses, M. S., & Chang, M.J. (2006). Toward a deeper understanding of the diversity rationale. Educational Research, 35(1), 6-11.

Moses, M. S. (2004). Contested ideals: Understanding moral disagreements over education policy. Journal of Social Philosophy, 35(4), 471-482.

Moses, M. S. (2002). The heart of the matter: Philosophy and educational research. Review of Research in Education, 26, 1-21.

Moses, M. S. (2001). Affirmative action and the creation of more favorable contexts of choice. American Educational Research Journal, 38(1), 3-36.

Moses, M. S. (2001). Why bilingual education policy is needed: A philosophical response to the criticsBilingual Research Journal, 24(4), 333-354.