Stefanie Martinez-Fuentes

• Master of Science
• Arizona State University

Professional development (PD) to help teachers learn to use curriculum materials can be effective in aiding fidelity of implementation and supporting student learning. PD may be particularly necessary for curricula focused on students' ethnic‐racial identities, given educators' potential discomfort and limited formal training focused on strategies...

Objective Drawing from the integrative model and emotional spillover framework, the current study examined whether parents' experiences of ethnic–racial discrimination informed Latino adolescents' educational adjustment via features of their adaptive culture (i.e., families' relationship quality and cultural socialization practices) and youth's eth...

Objectives: Understanding how ethnicity and race shape individuals’ everyday experiences in context is critical for advancing scientific rigor and addressing ethnic–racial inequities. Daily process studies (e.g., experience-sampling method, ecological momentary assessment, daily diary methods) offer unique utility for studying ethnic–racial discrim...

The purpose of this qualitative study was to describe teachers’ perceptions of changes in their ethnic-racial identity after completing professional development designed to support facilitation of a school-based ethnic-racial identity student curriculum – the Identity Project. We analyzed interview data from 11 U.S. high school educators (four Teac...

Objectives: Ethnic–racial minoritized adolescents are tasked with concurrently developing and balancing their ethnic–racial and national identities. The present study investigated the extent to which these two social identities were simultaneously associated with U.S. Latino adolescents’ psychological adjustment via their associations with global i...

The increasing ethnic and racial diversity within the United States has led to questions regarding what it means to be American. Recently, the United States Identity Scale (USIS) was developed and validated with a sample of Latino/a college students. However, the USIS requires the establishment of measurement invariance before it can be widely used...

Objectives: The current study examined the psychometric properties of the American Identity Questionnaire (Phinney & Devich-Navarro, Journal of Research on Adolescence, 1997, 7, 3). American identity has been associated with societal and personal benefits for ethno-racially diverse populations, but limited research has assessed whether American ide...

Drawing on data from a longitudinal study of 204 Mexican‐origin adolescent mothers, their mother figures, and their children, the current investigation examined (a) adolescent mothers’ educational re‐engagement and attainment beginning during their pregnancy and ending when their child was 5 years old; and (b) the influence of the family economic c...

This paper presents an application of the Lifespan Model of Ethnic-Racial Identity (ERI) Development (Williams et al., in press). Using a tripartite approach, we present the affective, behavioral, and cognitive aspects of ERI in a framework that can be adapted for group and individual psychosocial interventions across the lifespan. These A-B-C anch...

Parents and friends are important influences on adolescents’ academic outcomes. We examine whether and how adolescents’ social networks compensate for or enhance the effects of their parents’ education on academic outcomes. Among a large ethnoracially diverse sample of high school students in the Southwestern (N = 2,136) and Midwestern (N = 1,055)...

The current paper presents a lifespan model of ethnic-racial identity (ERI) from infancy into adulthood. We conceptualize that ethnic-racial priming during infancy prompts nascent awareness of ethnicity/race that becomes differentiated across childhood and through adulthood. We propose that the components of ERI that have been tested to date fall w...

In the United States (U.S.), adolescent identity development occurs within a socio-historical context characterized by an ethnic-racial hierarchy, as well as an unequal distribution of power and privilege. The current study examined the associations among two ethnic-racial identity components (i.e., exploration, resolution), perceived ethnic-racial...

Objectives: Guided by García Coll and colleagues’ (1996) integrative model for the study of developmental competencies in minority children, the current study examined the role of ethnic–racial identity as a mediator through which family ethnic socialization was associated with academic engagement among Latino youth. Furthermore, based on the high...

Ethnic-racial discrimination experiences, ethnic-racial identity (ERI) development, and attitudes toward other ethnic-racial group contact all make important contributions to individuals’ health and well-being. Absent from the literature is systematic examination of whether these constructs may be measured equivalently for adolescents from differen...

The current three-generation (N = 204 families), three-year longitudinal study examined the intergenerational transmission of cultural socialization among Mexican-origin young mothers and their own mothers (i.e., children’s grandmothers) and, in turn, whether young mothers’ cultural socialization informed their children’s developmental competencies...

This article is based on in-depth interviews with deferred action for childhood arrivals (DACA) beneficiaries from California and Arizona who traveled to Mexico, their country of origin, for the first time since they had immigrated to the US as small children. Although DACA travelers have acculturated to the US, this article begins to uncover the c...

Despite growing awareness of the negative effects of ethnic-racial discrimination, we know a minimal amount about the frequency of these experiences among Latina/o youth. Utilizing three independent studies, we examined estimates of general discrimination and police discrimination among Latino/a youth living in the U.S. Southwest (total N = 1,066;...

Few studies have examined coping strategies specific to ethnic-racial discrimination among Latino youth. The current study examined the psychometric properties of the Discrimination Coping Strategies Scale (DCSS) including its factor structure, validity, and longitudinal measurement invariance. Data came from four waves of a longitudinal study of 3...

The current 6-wave longitudinal study tested the family stress model among 204 Mexican-origin families in which an adolescent pregnancy had occurred. Wave 1 (W1) occurred when adolescents (M age = 16.80 years, SD = 1.00) were pregnant, and the last wave (W6) occurred when children were 5 years of age. In the current study, the family stress model w...

As the U.S. Latino youth population grows, understanding how family and individual resources may promote Latino adolescents’ academic outcomes is important. The current investigation examined whether family ethnic socialization predicted adolescents’ use of proactive strategies for coping with ethnic-racial discrimination and examined a potential p...