Whitney Polk

Lecturer

Human Development and Quantitative Methods Division

Contact

wpolk@upenn.edu

Media Inquiries:
Contact Penn GSE Communications.

Education

Ph.D. (Education) Harvard University, 2020
M.Phil.Ed (Professional Counseling) University of Pennsylvania, 2012
M.S.Ed. (Counseling and Mental Health Services) University of Pennsylvania, 2011
B.A. (Psychology) Temple University, 2009
B.A. (English) Temple University, 2009

Areas of Expertise

School discipline
Mental health
Racism and discrimination
Racial socialization
Adolescent development
School-based inequity

Programs

Counseling and Mental Health Services (Year One) M.S.Ed.

Professional Counseling (Year Two) M.Phil.Ed.

Social-Emotional Teaching and Learning

More Information

Dr. Polk’s Website

Bio Nav

Biography

Professional Biography

Whitney Polk is a lecturer in the Counseling and Mental Health Services and Professional Counseling programs in the Human Development and Quantitative Methods Division. Dr. Polk is a licensed professional counselor (LPC) in Pennsylvania and earned her Ph.D. in education (with a concentration in human development, learning, and teaching) from Harvard University. She received an M.Phil.Ed. in professional counseling and M.S.Ed. in counseling and mental health services from the University of Pennsylvania Graduate School of Education. Dr. Polk’s current courses include Counseling Theories and Interventions and the Internship Seminar.

Before completing her doctorate, Dr. Polk worked as a mental health professional with K–12 students and their families in Philadelphia, providing therapy and advocating for improved mental health and educational and social supports. In addition to her role as a full-time lecturer, Dr. Polk provides mental health and wellness consultation, professional development, and workshops to students, educators, and providers locally and nationally.

Dr. Polk is deeply committed to those individuals who have been historically underserved by systems and institutions. At the core of her professional and educational experiences is a steadfast commitment to helping students thrive in educational settings. As an educator, counselor, researcher, and advocate, Dr. Polk strives to work alongside students, their families, educators, and counselors to enhance the educational and psychosocial experiences of those often neglected by the institutions meant to serve them.

Research Interests and Current Projects

Dr. Polk’s research focuses on the educational and social inequities that impact youth development. Specifically, her work addresses the impact of school-based marginalization and racial disparities in school discipline on adolescent academic and mental health outcomes. When students are met with marginalization, schools become sites of harm instead of support and learning. As such, Dr. Polk’s program of research explores two broad questions: How do we help youth cope with and navigate marginalization at school? Where must we intervene to improve and transform these marginalizing school contexts? To address these questions, Dr. Polk examines 1) the role of school and social contextual factors in adolescent development, 2) the experiences and effects of interpersonal and institutional inequity, and 3) the cumulative experiences of marginalization, racial stress, and trauma on youth development and mental health. Dr. Polk develops school-based interventions and training that support youth wellbeing and resilience and empower institutions to confront and rectify inequitable policies and practices.

Dr. Polk is principal investigator and project director of the Transforming Discipline Lab (TDLab), which explores the impact of racial literacy development on the school discipline policies and practices affecting Black youth and the interpersonal interactions that contribute to and exacerbate discipline disparities. The TDLab merges research and practice by connecting with schools, educators, and youth committed to school racial equity. As a continuation of Dr. Polk’s work as a National Science Foundation Postdoctoral Research Fellow, the TDLab explores relations between racial stress and trauma and disproportionate discipline for Black youth, as well as areas of intervention for both youth and educators.

Publications

Selected Publications

Polk, W. (May 2022). Transforming school discipline by addressing racial stress. Workshop presented as part of the National Charter Collaborative Consultancy Series. Remote.

Polk, W. (May 2022). Addressing racial stress and building racial literacy. Workshop presented at the Social and Emotional Teaching and Learning Institute, University of Pennsylvania Center for Professional Learning. Remote: Philadelphia, PA.

Polk, W. (April 2022). Transforming Black youth discipline [Keynote address]. 7th Annual Black Youth Guidance Forum. Remote: Los Angeles, CA.

Polk, W., Savitz-Romer, M., & Brion-Meisels, G. (2021). Dismantling white supremacy culture in school counselor education: Preparing counselors to enact antiracist practices. In C.C. Holcomb-McCoy (Ed.), Antiracist counseling in schools and communities (pp. 151–182). American Counseling Association.

Polk, W. (Nov. 2021). Humanizing diversity, equity, and inclusion: Centering belonging and social justice for educators and students. Featured Speaker at the Pennsylvania Association of Independent Schools Emerging Leaders Institute. Remote.

Price, M., Polk, W., Hill, N. E., Liang, B., & Perella, J. (2019). The intersectionality of identity-based victimization in adolescence: A person-centered examination of mental health and academic achievement in a US high school. Journal of Adolescence, 76, 185-196.

Polk, W., Hill, N. E., Price, M., Liang, B., Perella, J., & Savitz‐Romer, M. (2018). Adolescent profiles of marginalization and connection at school: Relations with academics and mental health. Journal of Research on Adolescence, 30, 209-225.

Hill, N.E., Liang, B., Price, M., Polk, W., Perella, J., & Savitz-Romer, M. (2018). Envisioning a meaningful future and academic engagement: The role of parenting practices and school-based relationships. Psychology in the Schools, 55(6), 595-608.

Hill, N. E., Liang, B., Bravo, D. Y., Price, M., Polk, W., Perella, J., & Savitz-Romer, M. (2018). Adolescents’ perceptions of the economy: Its association with academic engagement and the role of school-based and parental relationships. Journal of Youth and Adolescence, 1-21.