Denise Yull
Biographic Data
| ID | 172058 |
|---|---|
| NAME | Denise Yull |
| GIVEN NAMES | Denise |
| FAMILY NAME | Yull |
| SIGNATURE | YULL D |
| AFFILIATIONS | Binghamton University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
Bringing Sanctuary to School: Assessing School Climate as a Foundation for Culturally Responsive Trauma-Informed Approaches for Urban Schools
Decades of federal economic policies that have concentrated poverty into isolated communities have devastated urban education, and expose youth and families to high stress and trauma. Disproportionately negative outcomes for students of color and those who are economically disadvantaged can be understood as manifestations of negative racial school climate and inadequate responsiveness to students’ trauma. As part of a school–university partnershi…
Race and the politics of educational exclusion: Explaining the persistence of disproportionate disciplinary practices in an urban school district
Educational research has established a link between zero tolerance disciplinary policies and increases in racial disproportionality in suspensions and expulsions of students of color. This article reports on a critical ethnography of Rivertown, a school district with urban characteristics, where we have been working with parents of color whose children are subjected to exclusionary discipline. Using the framework of Critical Race Theory in educat…
Keeping Black Children Pushed Into, Not Pushed Out of, Classrooms: Developing a Race-Conscious Parent Engagement Project
Black students in prekindergarten through Grade 12 (P-12) schools across the United States experience persistent educational disparities involving disproportionate disciplinary practices. This research study, using a qualitative methodological approach, describes and analyzes the impact of the Parent Mentor Program, which brings together Black parents, community members, school district personnel and university researchers working together to imp…
Teaching Macro Social Work through Experiential Learning: Student Reflections on Lessons Learned in Building School-Community Partnerships
A faculty-led experiential learning project was implemented with Master of Social Work students at their field placement sites to teach macro practice skills and research methods. As part of a grant-funded school-university partnership, MSW students were placed in school social work field placements, where their practice focused on individual and small group interventions with youth. Ten MSW students participated in asset-based collective family …
A qualitative investigation of the college choice process for Asian Americans and Latina/os at a public HBCU
Race Has Always Mattered: An Intergeneration Look at Race, Space, Place, and Educational Experiences of Blacks
Within school settings race continues to be one of the most formidable obstacles for Black children in the United States (US) school system. This paper expands the discussions of race in education by exploring how the social links among race, space, and place provide a lens for understanding the persistence of racism in the educational experiences of Black children. This paper examines how differences in a rural versus urban geographical location…
Bringing Sanctuary to School: Assessing School Climate as a Foundation for Culturally Responsive Trauma-Informed Approaches for Urban Schools
Decades of federal economic policies that have concentrated poverty into isolated communities have devastated urban education, and expose youth and families to high stress and trauma. Disproportionately negative outcomes for students of color and those who are economically disadvantaged can be understood as manifestations of negative racial school climate and inadequate responsiveness to students’ trauma. As part of a school–university partnershi…
Keeping Black Children Pushed Into, Not Pushed Out of, Classrooms: Developing a Race-Conscious Parent Engagement Project
Black students in prekindergarten through Grade 12 (P-12) schools across the United States experience persistent educational disparities involving disproportionate disciplinary practices. This research study, using a qualitative methodological approach, describes and analyzes the impact of the Parent Mentor Program, which brings together Black parents, community members, school district personnel and university researchers working together to imp…
A qualitative investigation of the college choice process for Asian Americans and Latina/os at a public HBCU
Race and the politics of educational exclusion: Explaining the persistence of disproportionate disciplinary practices in an urban school district
Educational research has established a link between zero tolerance disciplinary policies and increases in racial disproportionality in suspensions and expulsions of students of color. This article reports on a critical ethnography of Rivertown, a school district with urban characteristics, where we have been working with parents of color whose children are subjected to exclusionary discipline. Using the framework of Critical Race Theory in educat…
Teaching Macro Social Work through Experiential Learning: Student Reflections on Lessons Learned in Building School-Community Partnerships
A faculty-led experiential learning project was implemented with Master of Social Work students at their field placement sites to teach macro practice skills and research methods. As part of a grant-funded school-university partnership, MSW students were placed in school social work field placements, where their practice focused on individual and small group interventions with youth. Ten MSW students participated in asset-based collective family …
Race Has Always Mattered: An Intergeneration Look at Race, Space, Place, and Educational Experiences of Blacks
Within school settings race continues to be one of the most formidable obstacles for Black children in the United States (US) school system. This paper expands the discussions of race in education by exploring how the social links among race, space, and place provide a lens for understanding the persistence of racism in the educational experiences of Black children. This paper examines how differences in a rural versus urban geographical location…
A qualitative investigation of the college choice process for Asian Americans and Latina/os at a public HBCU
Teaching Macro Social Work through Experiential Learning: Student Reflections on Lessons Learned in Building School-Community Partnerships
A faculty-led experiential learning project was implemented with Master of Social Work students at their field placement sites to teach macro practice skills and research methods. As part of a grant-funded school-university partnership, MSW students were placed in school social work field placements, where their practice focused on individual and small group interventions with youth. Ten MSW students participated in asset-based collective family …
Race and the politics of educational exclusion: Explaining the persistence of disproportionate disciplinary practices in an urban school district
Educational research has established a link between zero tolerance disciplinary policies and increases in racial disproportionality in suspensions and expulsions of students of color. This article reports on a critical ethnography of Rivertown, a school district with urban characteristics, where we have been working with parents of color whose children are subjected to exclusionary discipline. Using the framework of Critical Race Theory in educat…
Keeping Black Children Pushed Into, Not Pushed Out of, Classrooms: Developing a Race-Conscious Parent Engagement Project
Black students in prekindergarten through Grade 12 (P-12) schools across the United States experience persistent educational disparities involving disproportionate disciplinary practices. This research study, using a qualitative methodological approach, describes and analyzes the impact of the Parent Mentor Program, which brings together Black parents, community members, school district personnel and university researchers working together to imp…
Bringing Sanctuary to School: Assessing School Climate as a Foundation for Culturally Responsive Trauma-Informed Approaches for Urban Schools
Decades of federal economic policies that have concentrated poverty into isolated communities have devastated urban education, and expose youth and families to high stress and trauma. Disproportionately negative outcomes for students of color and those who are economically disadvantaged can be understood as manifestations of negative racial school climate and inadequate responsiveness to students’ trauma. As part of a school–university partnershi…
Sociology (6 works) · Gender Studies (5 works) · Pedagogy (4 works) · Political science (4 works) · Psychology (4 works) · Critical Race Theory in Education (3 works) · Education Discipline and Inequality (3 works) · Gender Studies (3 works) · Racism (3 works) · Criminology (2 works)