Stephany Cuevas
Biographic Data
| ID | 5452388 |
|---|---|
| NAME | Stephany Cuevas |
| GIVEN NAMES | Stephany |
| FAMILY NAME | Cuevas |
| SIGNATURE | CUEVAS S |
| AFFILIATIONS | Chapman University |
| ORCID | 0000-0001-6865-9600 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
“Because I Built That Trust”
In this research article, Stephany Cuevas and myra M. P. d. dayrit examine how college access professionals (CAPs) work with the families of prospective first-generation college students (PFGCSs). Using the concept of embodied funds of knowledge (Mariscal et al., 2019), the authors analyze the experiences of twenty CAPs. Their findings reveal that CAPs employ different family-centered approaches to recognize and honor families’ life contexts and …
We Needed Something of Our Own
This qualitative case study examines how Latina undergraduate students at an emerging Hispanic-Serving Institution (HSI) view culturally based sororities as tools for addressing exclusion and fostering belonging. Guided by Latinx Critical Race Theory and Strayhorn’s (2018) sense of belonging framework, the study centers eight first-generation Latinas seeking to establish a Latina-oriented sorority. Findings show students positioned the sorority a…
“I Tell Them Generics, but Not the Specifics”
Families continue to play an essential role in the experiences of first-generation Latinx undergraduate students and can serve as powerful partners to support student retention and socioemotional wellbeing. This qualitative phenomenological study uses the notion of emerging adulthood to explore how first-generation Latinx undergraduate students (n = 16) conceptualize their families’ role in their college education. Specifically, this study shows …
Just hold on, you can do this”
This study illustrates how parents, siblings, and extended family provide emotional, informative, instrumental, and appraisal supports to first-generation undergraduate students of color. Findings also suggest that families’ support is shaped by families’ understanding of the challenges first-generation college students face, their access to information about college and college life, and their consideration of students’ emerging adult developmen…
Faculty attitudes toward technology-driven instruction in developmental mathematics
Innovation in instructional technology has contributed to the rapid implementation of technology-driven instructional platforms, particularly in developmental math coursework (Bickerstaff et al., 2016). In this phenomenological study, we investigate how faculty perceive and respond to a mandated, technology-driven instructional model for developmental math coursework at public colleges in Tennessee. Through interviews with faculty members across …
From Spectators to Partners
Based on the experiences of 15 Latina/o undocumented parents, this qualitative study identifies three distinct ways Latina/o immigrant parents understand their role in their children’s post-secondary aspirations: confident partners, motivational supporters, and uncertain spectators. By comparing and contrasting these and their corresponding supportive behaviors, I argue that parents’ sense of self-efficacy is a determinant factor of their engagem…
Ley de la Vida
Using an emerging model of family engagement in higher education and the concept of parental role construction as a framework, this study presents the Ley de la Vida (Law of Life) process to explore how Latina/o immigrant parents experience their children’s transition to higher education. Centered on the experiences of 15 parents of first-generation Latina/o students, the study illuminates how parental experiences of their children’s transition a…
Ley de la Vida
Using an emerging model of family engagement in higher education and the concept of parental role construction as a framework, this study presents the Ley de la Vida (Law of Life) process to explore how Latina/o immigrant parents experience their children’s transition to higher education. Centered on the experiences of 15 parents of first-generation Latina/o students, the study illuminates how parental experiences of their children’s transition a…
Ley de la Vida
Using an emerging model of family engagement in higher education and the concept of parental role construction as a framework, this study presents the Ley de la Vida (Law of Life) process to explore how Latina/o immigrant parents experience their children’s transition to higher education. Centered on the experiences of 15 parents of first-generation Latina/o students, the study illuminates how parental experiences of their children’s transition a…
From Spectators to Partners
Based on the experiences of 15 Latina/o undocumented parents, this qualitative study identifies three distinct ways Latina/o immigrant parents understand their role in their children’s post-secondary aspirations: confident partners, motivational supporters, and uncertain spectators. By comparing and contrasting these and their corresponding supportive behaviors, I argue that parents’ sense of self-efficacy is a determinant factor of their engagem…
Faculty attitudes toward technology-driven instruction in developmental mathematics
Innovation in instructional technology has contributed to the rapid implementation of technology-driven instructional platforms, particularly in developmental math coursework (Bickerstaff et al., 2016). In this phenomenological study, we investigate how faculty perceive and respond to a mandated, technology-driven instructional model for developmental math coursework at public colleges in Tennessee. Through interviews with faculty members across …
“I Tell Them Generics, but Not the Specifics”
Families continue to play an essential role in the experiences of first-generation Latinx undergraduate students and can serve as powerful partners to support student retention and socioemotional wellbeing. This qualitative phenomenological study uses the notion of emerging adulthood to explore how first-generation Latinx undergraduate students (n = 16) conceptualize their families’ role in their college education. Specifically, this study shows …
Just hold on, you can do this”
This study illustrates how parents, siblings, and extended family provide emotional, informative, instrumental, and appraisal supports to first-generation undergraduate students of color. Findings also suggest that families’ support is shaped by families’ understanding of the challenges first-generation college students face, their access to information about college and college life, and their consideration of students’ emerging adult developmen…
“Because I Built That Trust”
In this research article, Stephany Cuevas and myra M. P. d. dayrit examine how college access professionals (CAPs) work with the families of prospective first-generation college students (PFGCSs). Using the concept of embodied funds of knowledge (Mariscal et al., 2019), the authors analyze the experiences of twenty CAPs. Their findings reveal that CAPs employ different family-centered approaches to recognize and honor families’ life contexts and …
We Needed Something of Our Own
This qualitative case study examines how Latina undergraduate students at an emerging Hispanic-Serving Institution (HSI) view culturally based sororities as tools for addressing exclusion and fostering belonging. Guided by Latinx Critical Race Theory and Strayhorn’s (2018) sense of belonging framework, the study centers eight first-generation Latinas seeking to establish a Latina-oriented sorority. Findings show students positioned the sorority a…
Psychology (5 works) · Developmental psychology (4 works) · Higher Education Research Studies (4 works) · Political science (4 works) · Higher education (3 works) · Parental Involvement in Education (3 works) · Qualitative research (3 works) · Social Psychology (3 works) · Sociology (3 works) · Diverse Education Studies and Reforms (2 works)