I am dedicated to advancing theory, practice, and policy for low income adolescents of color through community-engaged research, teaching and service. My work is organized around four general areas of inquiry: theory development, racial disparities in education, school-based interventions, and positive youth development approaches. Across these topics, I am interested in the role of schools and community-based organizations in shaping the life outcomes of disadvantaged youth. My goal is to generate research that informs policies and practices to reduce institutional contributions to inequity and help young people develop resiliency to stressors associated with racism and poverty. Through my teaching, I aim to provide students with new frameworks for understanding social disparities and innovative ways of approaching their practice with adolescents.
The goal of this pilot project is to use observations at 11 schools to develop a reliable and valid tool that easily captures and reports school-wide implementation of discipline, culture, and social-emotional learning practices. The tool will be made available to practitioners to document their existing practices, identify strengths and gaps, and inform planning processes. Data from the observations will also be used to study differences between schools with varying suspension rates and other school climate indicators.
Drawing on interviews and focus groups with nearly 200 educators, administrators, and student support service providers, this study identified strategies and interventions used by 36 DPS schools to meet the district’s discipline goals. Research findings highlight schools’ successes and identify best practices that can be used, or studied, by those interested in reducing the use of exclusionary practices like suspension.
This research project was initiated by the Denver School Based Restorative Justice Partnership (DSBRJ), a collaboration between the youth and parent group, Padres y Jóvenes Unidos, the national racial justice organization, Advancement Project, Denver Classroom Teachers Association (DCTA), Denver Public Schools (DPS), the Graduate School of Social Work at the University of Denver (DU) and the National Education Association (NEA). This study documented the strategies used by three schools in Denver that have implemented multi-tiered restorative practices and identified models to share with others who are seeking to replicate, scale and sustain school-wide restorative justice programs.
The aim of this study is to assess the impact of youth-led participatory action research projects on early adolescents' sociopolitical development.
This portfolio last updated: May 24, 2017 11:36:02 AM