Denise Yull, EdD
Office: University Downtown Center, Room 415
Office Phone: 607-777-9204
Denise Yull completed her EdD in the Graduate School of Education at Binghamton University. Her scholarly research interests focus on Black students, schooling and educational contexts; role of Black identity on educational outcomes for Black students; and multicultural education. The objectives of her dissertation, Black American Intergenerational Perspectives on Education, Black Identity and Whiteness: A Sociocultural and Historical Analysis, were to (1) explore the sociocultural contexts and experiences of Black Americans and their perspectives on the quality and value of education in their lives, and (2) better understand how the sociohistorical idea that Blacks are inferior has influenced the perception and disenfranchisement of Black youth in the U.S. educational system.
Yull's scholarly research provides innovative and culturally grounded theoretical and empirical frameworks for understanding the sociocultural contexts of educational disparities for Black youth. She is an emerging scientist whose scholarly research and teaching interests provide a strong interdisciplinary and social justice focus. She has a strong background in quantitative and qualitative methodological approaches and applied statistics. She has presented several scholarly research presentations at national conferences (e.g., American Educational Studies Association Conference).
- EdD, educational theory and practice, Binghamton University
- MA, mathematics, Binghamton University
- BS, mechanical engineering, SUNY at Buffalo
Courses regularly taught
- HDEV 348, Politics of Education
- HDEV 366, Poverty and Discrimination
- HDEV 400 Social Justice
- HDEV 402, Youth and Social Policy
- Blitz, L.V., Yull, D., & Clauhs, M. (in press). “Bringing Sanctuary to School: Assessing school climate as a foundation for culturally responsive trauma informed approaches for urban schools. Urban Education.
- Yull, D. (2013). Moving beyond the barrier of mathematics and engaging culturally relevant pedagogy in the classroom for racial and ethnic minority STEM students in community colleges. In R.T. Palmer & J. L. Wood (Eds.), Community Colleges and STEM examining underrepresented racial and ethnic minorities. New York: Routledge.
Refereed Journal Articles
- Maramba, D., Palmer, R., Yull, D., & Ozuna, T. (2015) A qualitative investigation of the college choice process for Asian Americans and Latino/as at a public HBCU. Journal of Diversity in Higher Education.
- Yull, D. (2014), Race Always Matters: An intergeneraton look at race, space and educational experience. Education Research International.
- Yull, D. and Blitz, L., Thompson, T., Murray, C. (2014), Can we talk? Using community-based participatory action research to build family and school partnerships with color.
- Yull, D. (2008). Ethnomathemtics and journaling in a multicultural summer enrichment mathematics class. Research & Teaching in Developmental Education, 25(1), 54-63.
- Garrison, D., Kappe, L., & Yull, D. (2006). Autocommutators and the autocommutator subgroup. Contemporary Mathematics, 126, 137-146.