Phelton C Moss

Biographic Data

ID10214926
NAMEPhelton C Moss
GIVEN NAMESPhelton C
FAMILY NAMEMoss
SIGNATUREMOSS P C
AFFILIATIONSVirginia Commonwealth University
ORCID0009-0005-5442-0136
VERIFIEDYes
TOTAL WORKS4
TOTAL CITATIONS0
AUTHOR COUNT4
EDITOR COUNT0
FIRST PUBLICATION YEAR2024
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Democracy Interrogators: Black Educators’ Pedagogy During the Civil Rights Movement for Increased Democratic Participation

    P Moss, Phelton C Moss et al.ARTICLEThe Teacher Educator2026

    Black educators have played pivotal roles in interrogating and shaping U.S. democratic values through teaching and leadership. During the Civil Rights Movement (CRM), Black educators leveraged their classrooms as sites to interrogate U.S. democratic values. Although studies have articulated the impact of Black educators on students, less research has explored how Black educators have leveraged their teaching and leadership to increase student par…

  • Historicizing Disadvantage: What Does “Controlling for Poverty” Really Mean

    Open AccessAshley L White, Russ Skiba et al.ARTICLEThe Urban Review2026References: 3

    In this manuscript and in commemoration of the 1975 Children’s Defense Fund Report, we critique the use of “controlling for poverty” on racial disparities in school discipline in educational research, contending that this method problematically minimizes the role of systemic racism and historical inequities. To ground this argument, we utilize the backdrop of the economic disadvantages deeply intertwined with race due to centuries of racial oppre…

  • Lead or Leave? Reimagining Leadership Opportunities to Retain Teachers of Color

    Open AccessPhelton C Mo, Phelton C Moss et al.ARTICLEThe Urban Review2025

    As school leaders across the country contend with persistent staffing challenges, the recruitment and retention of teachers of color has emerged as a critical policy and practice imperative. While existing research has extensively documented the barriers teachers of color face in entering and remaining in the profession, far less attention has been paid to their perceptions of professional advancement and leadership opportunities while in service…

  • Getting Black Men to the Blackboard: Factors That Promote Black Men Teachers’ Entry into the Teaching Profession

    Sarah Manchanda, Travis J Bristol et al.ARTICLEEquity & Excellence in Education2024

    Despite existing recruitment and retention efforts, there has been a persistent underrepresentation of Black men teachers in the U.S. educator workforce. The present study employed a phenomenological approach to examine what motivated Black men (n = 27) to enter the teaching profession. We drew on the social-cognitive career theory (SCCT) framework to analyze the most salient factors that Black men teachers referenced in their career decision-mak…