Phenomenologist.
Researcher.
Evaluator.
Changemaker.
Danielle R. Gilmore, Ph.D., MPP, CHES, works as an associate at Community Science, where she conducts equity-informed evaluation and leads quantitative and qualitative data analyses. She received her Ph.D. from the George Washington University Trachtenberg School of Public Policy and Public Administration, where she specialized in program evaluation and phenomenology (what’s this?). Dr. Gilmore received her Master of Public Policy (MPP) from the Johns Hopkins Bloomberg School of Public Health, where she focused on designing and implementing equity-informed research and evaluation. She also received a Bachelor of Science in Community/Public Health from the University of Central Oklahoma with an emphasis on conducting community-led research to address inequity. Dr. Gilmore is a Certified Health Education Specialist (CHES) and has experience in project management, research, data analysis, and writing across academic and non-academic settings.
She/Her/Hers (what’s this?)
Danielle R. Gilmore, PhD, MPP, CHES has held a variety of professional research positions in public health, public policy, and evaluation, where she’s been responsible for project management and writing deliverables such as policy briefs and academic journal articles.
In addition, Dr. Gilmore published many peer-reviewed journal articles in various journals, including the American Journal of Men’s Health and the Journal of International Education and Research. Her latest article highlights how much representation matters through an extensive review of the literature on representative bureaucracy. Her findings support the notion that African American and Latinx students have better academic outcomes in school systems with more African American and Latinx faculty, staff, administrators, and school board members. (read it here)