Stefanie Martinez‐fuente

Datos Biográficos

ID142886
NOMBREStefanie Martinez‐fuente
NOMBRESStefanie
APELLIDOMartinez‐fuente
FIRMAFUENTE S M
AFILIACIONESArizona State University
ORCID0000-0002-4271-8155
VERIFICADOSí
TOTAL DE OBRAS21
TOTAL DE CITAS123
TOTAL COMO AUTOR21
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2018
AÑO MÁS RECIENTE DE PUBLICACIÓN2026
ÍNDICE H6

  • An exploration of colorism, socioeconomic status, and Colombian adolescents’ psychosocial adjustment

    Mamfatou Baldeh, Stefanie Martinez‐fuente et al.ARTICLEDevelopmental Psychology2026

  • Exploring Colombian adolescents' awareness of ethnoracial inequities and related discussions with family, peers, and in school

    Open AccessAdriana J Umaña‐taylor, Stefanie Martinez‐fuente et al.ARTICLEJournal of Research on Adolescence2026

    The developmental competency of ethnic‐racial identity development is salient in contexts where there is an ethnoracial hierarchy and society is characterized by an inequitable distribution of power and access to resources that functions according to this hierarchy. Colombia, given its history of colonization, represents one such context. As such, the current study explored Colombian adolescents' awareness of ethnoracial‐based inequities based on…

  • Ethnic–racial discrimination, identity, and out-group contact in context

    Open AccessMichael R Sladek, Stefanie Martinez‐fuente et al.ARTICLECultural Diversity & Ethnic…2026

    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 discrimination (ERD), ethnic-racial identity, and ethnic-racial out-group contact. The goals of this system…

  • Ethnic-Racial Socialization and Latinx Youth’s Sociopolitical Development

    Open AccessStefanie Martinez‐fuente, Stefanie Martinez-Fuentes et al.ARTICLEThe Journal of Early Adolescence2026Referencias: 15

    The current study drew from sociopolitical development theory to examine the relations between ethnic-racial socialization and youths’ critical reflection and motivation. We also examined variability by reporter (adolescent or parent), youth’s age and gender, and familial immigrant status. Data derived from a sample of 290 Latinx families, including one adolescent ( M = 13.17 years; SD = 1.42) and one parent ( M = 40.02 years; SD = 6.27) in the U…

  • A Latent Profile Analysis of Latino Adolescents’ Cultural Wealth, Ethnic-Racial Discrimination, and Academic Adjustment

    Open AccessStefanie Martinez‐fuente, Stefanie Martinez-Fuentes et al.ARTICLEJournal of Youth and Adolescence2026Referencias: 58

    Drawing from the model of community cultural wealth, which suggests that youth from minoritized populations can draw on their cultural knowledge, networks, and skills to successfully navigate their academic contexts, the current study examined whether latent profiles of cultural capital emerged among a sample of Latino adolescents using various indicators of cultural wealth. The sample included 627 Latino adolescents (95% U.S.-born; 57% girls; 33…

  • Mexican‐origin mothers' and fathers' workplace ethnic–racial discrimination and youth's educational adjustment

    Open AccessStefanie Martinez‐fuente, Kimberly A Updegraff et al.ARTICLEJournal of Marriage and the Family2025

    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 ethnic–racial identity. Background The integrative model suggests that minoritized youth and families e…

  • Equipping Educators for Equity Through Ethnic‐Racial Identity Curriculum

    Open AccessAdriana J Umaña‐taylor, Stefanie Martinez‐fuente et al.ARTICLEJournal of Community Psychology2025Citada por: 2Referencias: 60

    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 for discussing race/ethnicity in class. The Equipping Educators for Equity through Ethnic‐Racial Ide…

  • Professional Development for Providing Time and Opportunities for Change in U.S. Teachers’ Ethnic-Racial Identity

    Michael R Sladek, Adriana J Umaña‐taylor et al.ARTICLEIdentity2024Citada por: 3Referencias: 32

    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 Teachers of Color; seven White Teachers) who completed 32 training hours and post-program individual int…

  • The role of ethnic–racial and national identities on U.S. Latino adolescents’ global identity coherence and adjustment

    Open AccessM Dalal Safa, Adriana J Umaña‐taylor et al.ARTICLECultural Diversity & Ethnic…2022Citada por: 3

    This study highlights the importance of multifaceted, multicomponent social identity development and exemplifies ways in which social position factors may set adolescents onto different developmental pathways. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

  • Measurement invariance testing for the United States identity scale (Usis) across non-hispanic black and white college students

    Open AccessJulia C Rodil, Alan Meca et al.ARTICLEInternational Journal of…2022Citada por: 1Referencias: 41

  • Mexican-Origin Adolescent Mothers’ Economic Contexts, Educational Re-Engagement, and Their Children’s School Readiness

    Open AccessElana R McDermott, Laudan B Jahromi et al.ARTICLEChild Development2021

    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 context on adolescent mothers’ educational re-engagement and attainment and their children’s academic…

  • Measurement equivalence testing of the American Identity Questionnaire across Black, Latino, and White adolescents

    Stefanie Martinez‐fuente, Adriana J Umaña‐taylor et al.ARTICLECultural Diversity & Ethnic…2021Citada por: 3

    Findings suggest that the American Identity Questionnaire can be used to assess associations between American identity and other constructs with samples of Black, Latino, and White adolescents. Mean-level comparisons across the three groups may also be possible. Construct validity results indicated that American identity was positively associated with adolescents' psychosocial adjustment. (PsycInfo Database Record (c) 2021 APA, all rights reserve…

  • The structure of educational inequity

    Open AccessElana R McDermott, Adriana J Umaña‐taylor et al.ARTICLESocial Development2020Citada por: 1Referencias: 14

    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) United States, results from network autocorrelation models showed that higher levels of mother and…

  • Intergenerational transmission of cultural socialization and effects on young children’s developmental competencies among Mexican-origin families

    Open AccessChelsea D Williams, Chelsea L Derlan et al.ARTICLEDevelopmental Psychology2020Citada por: 8Referencias: 8

    The current 3-generation ( N = 204 families), 3-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 (i.e., interactive play with peers, receptive language, and internalizing and externalizing problem behavi…

  • Applying the Lifespan Model of Ethnic-Racial Identity

    Amy K Marks, Esther J Calzada et al.ARTICLEResearch in Human Development2020Citada por: 7Referencias: 41

    This paper presents an application of the Lifespan Model of Ethnic-Racial Identity (ERI) Development (see 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 anchors are presented in developmental contexts as well as the larger social contexts of systemic o…

  • The mediation process between Latino youths’ family ethnic socialization, ethnic–racial identity, and academic engagement

    Stefanie Martinez‐fuente, Justin Jager et al.ARTICLECultural Diversity & Ethnic…2020Citada por: 7

    Findings point to Latino youth's enhanced resilience against discrimination encounters when they have more experiences with family ethnic socialization and have engaged in greater ethnic-racial identity exploration and resolution. (PsycInfo Database Record (c) 2021 APA, all rights reserved

  • A Lifespan Model of Ethnic-Racial Identity

    Chelsea L Derlan, Christy M Byrd et al.ARTICLEResearch in Human Development2020Citada por: 65Referencias: 55

    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 within five dimensions across the lifespan: ethnic-racial awareness, affiliation, attitudes, behavior…

  • An Examination of Ethnic-Racial Identity and U.S. American Identity among Black, Latino, and White Adolescents

    Stefanie Martinez‐fuente, Adriana J Umaña‐taylor et al.ARTICLEIdentity2020Citada por: 8Referencias: 49

    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 discrimination, and U.S. American identity among White, Black, and Latino adolescents in the U.S. A…

  • Soy de aquí, soy de allá

    Open AccessA Ruth, Emir Estrada et al.ARTICLELatino Studies2019Citada por: 5Referencias: 14

  • Latina/o youths’ discrimination experiences in the U.S. Southwest

    Katharine H Zeiders, Adriana J Umaña‐taylor et al.ARTICLEApplied Developmental Science2018

    Despite growing awareness of the negative effects of ethnic-racial discrimination, we know little 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; ages 12 to 21 years old). Ethnic-racial discrimination experiences differed by adolescent gender; for girls, 4…

  • Family ethnic socialization predicts better academic outcomes via proactive coping with discrimination and increased self‐efficacy

    Open AccessElana R McDermott, Adriana J Umaña‐taylor et al.ARTICLEJournal of Adolescence2018Citada por: 10Referencias: 16

    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 pathway through which these contextual and individual resources may relate to educational outcomes. D…