Beverly-Jean Daniel
Assistant Professor
Faculty of Community Services
School of Child and Youth Care
Toronto, Ontario
bdaniel@torontomu.ca
Office:
(416) 979-5000 ext. 553643
Expert In
Bio/Research
Dr. Beverly-Jean Daniel is an Assistant Professor in the School of Child and Youth Care at Toronto Metropolitan University. She holds a Ph.D. in Sociology and Equity Studies in Education (OISE/University of Toronto), a Masters in Counselling Psychology (University of Toronto), and a Bachelor of A...
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Bio/Research
Dr. Beverly-Jean Daniel is an Assistant Professor in the School of Child and Youth Care at Toronto Metropolitan University. She holds a Ph.D. in Sociology and Equity Studies in Education (OISE/University of Toronto), a Masters in Counselling Psychology (University of Toronto), and a Bachelor of Arts - Honours (York University). She also obtained a Graduate Certificate in Women and Gender Studies from the University of Toronto.
Dr. Daniels has over 25 years of experience in a range of sectors, including education, justice, community-based and not-for-profit organizations. She has worked as a front-line therapist with youth and families who have experienced various personal challenges and varying forms of violence. She has also provided individual and group-based supports for survivors of sexual and domestic abuse and continues to provide integration, and settlement supports for immigrant and refugee mothers in Etobicoke. Her direct service work has also included being a youth counsellor with youth identified as being at risk in Toronto area schools and a counsellor on the adolescent ward of a mental health hospital in Maryland, U.S.A.
In addition to her academic and field-based experiences, Dr. Daniels has worked in diversity training and developing cultural competence programming for over 15 years. She has supported school boards, organizational leaders, front-line staff and for-profit organizations to strategically enhance the organizational environment and knowledge and application of diversity-related policies. Additionally, she has developed the anti-Black racism curriculum and training material for the City of Toronto's Confronting Anti-Black Racism (CABR) Unit and continues to provide training and consultation for the City.
In 2010, she developed a strengths-based student support program called The Bridge, which is the first of its kind in any Canadian college or university. The program develops and implements a range of personal, academic and career-related programming aimed at fostering and enhancing academic success in post-secondary institutions amongst students who self-identify as African, Black and Caribbean. The program, which has a significant research component, has supported students in transitioning from college to university, increased program completion rates and enhanced their preparation for graduate studies.
Dr. Daniels' program of research and scholarship focuses on the factors that foster healthy racial identity development amongst Black children and you,h; the role of anti-oppressive praxis for child and youth care practitioners working with marginalized children and their famili,s; and exploring resilience amongst Black girls in care and those who have aged out of care. She also conducts research on Black student engagement and retention in post-secondary institutions and the experiences of high-achieving Black students (HABS).
She has published widely in the areas of race, racism and equity in the education and justice systems in the Canadian context and have completed an edited collection titled: Diversity, Justice and Community: The Canadian Context.
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Dr. Daniels has over 25 years of experience in a range of sectors, including education, justice, community-based and not-for-profit organizations. She has worked as a front-line therapist with youth and families who have experienced various personal challenges and varying forms of violence. She has also provided individual and group-based supports for survivors of sexual and domestic abuse and continues to provide integration, and settlement supports for immigrant and refugee mothers in Etobicoke. Her direct service work has also included being a youth counsellor with youth identified as being at risk in Toronto area schools and a counsellor on the adolescent ward of a mental health hospital in Maryland, U.S.A.
In addition to her academic and field-based experiences, Dr. Daniels has worked in diversity training and developing cultural competence programming for over 15 years. She has supported school boards, organizational leaders, front-line staff and for-profit organizations to strategically enhance the organizational environment and knowledge and application of diversity-related policies. Additionally, she has developed the anti-Black racism curriculum and training material for the City of Toronto's Confronting Anti-Black Racism (CABR) Unit and continues to provide training and consultation for the City.
In 2010, she developed a strengths-based student support program called The Bridge, which is the first of its kind in any Canadian college or university. The program develops and implements a range of personal, academic and career-related programming aimed at fostering and enhancing academic success in post-secondary institutions amongst students who self-identify as African, Black and Caribbean. The program, which has a significant research component, has supported students in transitioning from college to university, increased program completion rates and enhanced their preparation for graduate studies.
Dr. Daniels' program of research and scholarship focuses on the factors that foster healthy racial identity development amongst Black children and you,h; the role of anti-oppressive praxis for child and youth care practitioners working with marginalized children and their famili,s; and exploring resilience amongst Black girls in care and those who have aged out of care. She also conducts research on Black student engagement and retention in post-secondary institutions and the experiences of high-achieving Black students (HABS).
She has published widely in the areas of race, racism and equity in the education and justice systems in the Canadian context and have completed an edited collection titled: Diversity, Justice and Community: The Canadian Context.
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