Elizabeth B Moje

Elizabeth B Moje serves as Dean of the Marsal Family School of Education and Professor of Education at the University of Michigan, while also holding a Faculty Associate position at the Research Center for Group Dynamics, Institute for Social Research. Her dual leadership roles bridge academic administration with cutting-edge social science research.

Moje's research program investigates the complex interplay between youth literacy, cultural identity, and adolescent development, particularly among marginalized populations in urban secondary schools. She examines how literacy practices function as essential tools for disciplinary learning across subject areas, with strong emphasis on sociocultural contexts and equity implications. Her work consistently connects theoretical frameworks to practical classroom applications.

Analysis of Moje's publication history reveals a sustained focus on disciplinary literacy as a cross-cutting theme, with increasing attention to multimodal representations in science education and professional literacy practices. Her scholarship demonstrates methodological diversity spanning ethnography, experimental design, and discourse analysis, consistently prioritizing the social dimensions of knowledge construction in adolescent learning.

Moje's scholarly recognition includes:

• George Herbert Mead Collegiate Professor
• Arthur F. Thurnau Professor

Current research initiatives demonstrate her commitment to translating scholarship into practice through three major funded projects: Making 'Makin' It Possible' (William T. Grant Foundation), Developing Scientific Literacy Through Innovative Textual Tools (National Science Foundation), and Study of Social and Cultural Influences on Adolescent Development and Motivation (NICHD/OSERS/OVAE). These projects address critical gaps in understanding how cultural contexts shape educational trajectories.

Through her affiliation with the Research Center for Group Dynamics, Moje contributes to interdisciplinary investigations of social processes, often collaborating with community partners to examine educational equity in urban settings.