Cheryl Moore-Thomas, Ph.D., NCC

Professor, Provost and Vice President for Academic Affairs
cmoore4@loyola.edu

Education

University of Maryland at College Park
Doctor of Philosophy, Counselor Education with a specialization in school and multicultural counseling, May 2000
Dissertation: Minority middle school students’ willingness to self-refer to school counselors for social and personal counseling, supervised by Dr. Robert Lent

Loyola College
M.Ed., School Counseling, May 1989

Loyola College
B. A., Elementary Education, Summa Cum Laude, May 1986

Biography

Cheryl Moore-Thomas received her Ph.D. in counselor education from the University of Maryland. She is a Professor of Education in the School Counseling Program at Loyola University Maryland and currently serving as the Provost and Vice President for Academic Affairs. Dr. Moore-Thomas has previously served as the Chief Equity and Inclusion Officer for Loyola University, Associate Vice President for Academic Affairs, Associate Dean of the School of Education, school counseling program director, and co-director, administrator and co-director of Loyola’s College Advising Corps, and in several public school system positions.  Over her professional career, Dr. Moore-Thomas has published and presented in the areas of multicultural counseling competence in school counseling, cultural identity development of children and adolescents, college access counseling and accountability in school counseling programs.

Awards and Grants

2010 Loyola University Maryland, Thirteenth Annual Dean’s Symposium, Featured Speaker
2007-2009 College Advising Corps, One million dollar grant Jack Kent Cooke Foundation (2007-2008: Program Director, 2008-2009 Program Administrator)

Research Interests

Research interests include multicultural counseling competence, cultural identity development, college access counseling and accountability in school counseling programs.

Recent Publications

Peer Reviewed Articles

Bryan, J., Moore-Thomas, C., Gaenzle, S., Kim, J., Lin, C., & Na, G.  (2012).  The effects of school bonding on high school seniors’ academic achievement: The case for connecting youth to schools using an ecological framework. Journal of Counseling Development, 90, 467-480

Bryan, J., Day-Vines, N., Griffen, D., & Moore-Thomas, C.  (2012).  The disproportionality dilemma: Patterns of teacher referrals to school counselors for disruptive behavior. Journal of Counseling and Development, 90, 177-190.

Bryan, J., Moore-Thomas, C., Day-Vines, N., & Holcomb-McCoy, C. (2011).  School counselors as social capital: The effects of high school college counseling on college application rates.  Journal of Counseling and Development, 89, 190-199.

Bryan, J.,  Day-Vines, N., Holcomb-McCoy, C. Moore-Thomas, C., (2010).  Using national education longitudinal data sets in school counseling research.  Counselor Education and Supervision, 49(44), 266-279.

Smith-D’Arezzo, W.M., & Moore-Thomas, C. (2010). Children’s Perceptions of Peers with Disabilities.  Teaching Exceptional Children Plus, 6(3) Article 2. 

Bryan, J, Holcomb-McCoy, C., Moore-Thomas. C., & ., Day-Vines, N. (2009).  Who sees the school counselor for college information?  A national study.  Professional School Counseling, 12, 280-291.

Bryan, J, Moore-Thomas. C., Day-Vines, N., Holcomb-McCoy, C., & Mitchell, N.  Characteristics of students who receive school counseling services: Implications for practice and research (2009, April 21).  Journal of School Counseling, 7(21). 

Moore-Thomas, C., & Day-Vines, N., (2010) Culturally competent collaboration: School counselor collaboration with African American families and communities.  Professional School Counseling, 14(1), 53-63.

Moore-Thomas, C.  (2009).  African American adolescents’ religiousity and spirituality: Implications for practice.  American Psychological Association: Children Youth and Families News, 7-9.

Moore-Thomas, C.  (2009). Counseling middle schools: What students expect.  Principal, 88, 48-49.

Moore-Thomas, C., & Day-Vines, N. (2008).  Culturally competent counseling for religious and spiritual African American adolescents.  Professional School Counseling, 11, 159-165.

Erford, B., Balcom, L., & Moore-Thomas, C.  (2007).  The screening test for emotional disturbance (STEP): Studies of reliability and validity.  Measurement and Evaluation in Counseling and Development, 39, 209-225.

Erford, B., O’Brocki, C., & Moore-Thomas, C.  (2007).  Technical Analysis of the Reading Essential Skill Screener Upper Elementary Version (RESS-U).  Measurement and Evaluation in Counseling and Development, 40, 33-41.

Moore-Thomas, C., & Lent, R. (2007). Middle school students' expectations about counseling: Factor structure and relation to help-seeking receptivity.  Professional School Counseling, 10, 411-418.

Chapters (Peer Reviewed in an Edited Book)

Moore-Thomas, C., & Watkinson, J. (under review).  Conversations with children: Discussions about race and identity. In Robert Simmons (Ed.), Going Deeper: Creative Ways to Explore Race From Pre-School to Senior Citizens

Moore-Thomas, C. (under review). Cultural identity development.  In D. Hays and B. Erford (Eds.), Developing multicultural counseling competency: A systems approach, Second Edition

Holcomb-McCoy, C. & Moore-Thomas, C.  (2011).  Multicultural issues in group work.  In B. T. Erford (Ed.), Group work: Process and application, (pp. 39-51).  Boston, MA: Pearson.

Holcomb-McCoy, C. & Moore-Thomas, C.  (2010).  Multicultural issues in group work.  In B. T. Erford (Ed.), Group work in the schools, (pp. 37-49).  Boston, MA: Pearson.

Erford, B., Moore-Thomas, C., & Wallace, L. (2010).  Program accountability.  In B.T. Erford (Ed.), Professional school counseling: A handbook of theories, programs and practices (2nd ed.) (pp.251-259).  Austin, TX: PRO-Ed.

Holcomb-McCoy, C. & Moore-Thomas, C.  (2010).  Multicultural issues in group work.  In B. T. Erford (Ed.), Group work in the schools, (pp. 37-49).  Boston, MA: Pearson.

Moore-Thomas, C. (2010). Cultural identity development.  In D. Hays and B. Erford (Eds.), Developing multicultural counseling competency: A systems approach, (pp. 32-52). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Moore-Thomas, C. (2010).  Comprehensive developmental school counseling programs.  In B.T. Erford (Ed.), Professional school counseling: A handbook of theories, programs and practices (2nd ed.) (201-208). Austin, TX: PRO-Ed.

Moore-Thomas, C. (2010).  Multicultural counseling competence in school counseling.  In B.T. Erford (Ed.), Professional school counseling: A handbook of theories, programs and practices (2nd ed.) (pp.70-77).  Austin, TX: PRO-Ed.

Erford, B. T., Moore-Thomas, C., & Linde, L. E. (2007). Foundations of assessment: Historical, ethical, legal, and diversity perspectives. In B. T. Erford (Ed.), Assessment for counselors (pp. 45-98). Boston: Houghton Mifflin / Lahaska Press.

Professional Activities/Society Memberships

American Counseling Association (ACA)
   ACA Awards Co Chair, 2011-2012
Association for Counselor Education and Supervision (ACES)
Association for Multicultural Counseling and Development (AMCD)
American School Counselor Association (ASCA)
American Educational Research Association (AERA)
Maryland Association for Counseling and Development
   President, 2011-2012