Papers by Marialuisa Di Stefano
“Tu lucha es mi lucha”: Teaching Spanish through an equity and social justice lens
Foreign Language Annals
This article reports about a 2‐year participatory action research (PAR) study in which three inst... more This article reports about a 2‐year participatory action research (PAR) study in which three instructors engaged in an ongoing PAR cycle to develop and implement an explicit social justice teaching approach in their differing instructional contexts in the Northeastern US: a graduate course for teacher education and two secondary school Spanish courses. Building upon critical pedagogy (Freire, 2005) and intersectional positionalities studies (Crenshaw, 1989) and engaging in a collaborative self‐study research with the fourth author, the team reflected on the emergence of stereotypes related to gender, race, language, immigration, and nationality in the language classroom. Results suggest that: (a) students' identities seem reaffirmed from scaffolded instruction that includes authentic materials (b) instructors, as role models, can influence students' identity development and activism engagement. Implications include a series of recommendations for justice‐oriented instructional strategies and assessments for the secondary school Spanish curriculum and teacher education.
Tu lucha es mi lucha": Teaching Spanish through an equity and social justice lens
Foreign Language Annals, 2021
This article reports about a 2‐year participatory action research (PAR) study in which three inst... more This article reports about a 2‐year participatory action research (PAR) study in which three instructors engaged in an ongoing PAR cycle to develop and implement an explicit social justice teaching approach in their differing instructional contexts in the Northeastern US: a graduate course for teacher education and two secondary school Spanish courses. Building upon critical pedagogy (Freire, 2005) and intersectional positionalities studies (Crenshaw, 1989) and engaging in a collaborative self‐study research with the fourth author, the team reflected on the emergence of stereotypes related to gender, race, language, immigration, and nationality in the language classroom. Results suggest that: (a) students' identities seem reaffirmed from scaffolded instruction that includes authentic materials (b) instructors, as role models, can influence students' identity development and activism engagement. Implications include a series of recommendations for justice‐oriented instruction...
Education Sciences, 2018
The purpose of this exploratory special issue study was to understand the hidden curriculum (HC),... more The purpose of this exploratory special issue study was to understand the hidden curriculum (HC), or the unwritten, unofficial, or unintended lessons, around the professionalization of engineering faculty across institutions of higher education. Additionally, how engineering faculty connected the role of HC awareness, emotions, self-efficacy, and self-advocacy concepts was studied. A mixed-method survey was disseminated to 55 engineering faculties across 54 institutions of higher education in the United States. Quantitative questions, which centered around the influences that gender, race, faculty rank, and institutional type played in participants' responses was analyzed using a combination of decision tree analysis with chi-square and correlational analysis. Qualitative questions were analyzed by a combination of tone-, open-, and focused-coding. The findings pointed to the primary roles that gender and institutional type (e.g., Tier 1) played in issues of fulfilling the professional expectations of the field. Furthermore, it was found that HC awareness and emotions and HC awareness and self-efficacy had moderate positive correlations, whereas, compared to self-advocacy, it had weak, negative correlations. Together, the findings point to the complex understandings and intersectional lived realities of many engineering faculty and hopes that through its findings can create awareness of the challenges and obstacles present in these professional environments.
Inclusion is a fundamental aspect of social studies education in general and democratic education... more Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they are related to student understanding of communities. A dual-language, third-grade classroom provided the site for this ethnographic study. Data included participant observations, interviews with the teacher and students, and artifacts of student work. Findings illustrate how the students in the study understood the complexity of their identities at a young age and how the teacher used culturally sustaining pedagogy to foster a third space where this understanding was encouraged.
The purpose of this Work In Progress (WIP) qualitative study was to explore how underrepresented ... more The purpose of this Work In Progress (WIP) qualitative study was to explore how underrepresented women graduate students and faculty in Science and Engineering understand and perceive what constitutes ethical behavior in a mentoring research relationship centered around the six ethical principles of Beneficence, Nonmaleficence, Autonomy, Fidelity, Fairness, and Privacy. This WIP paper focuses on the responses of eight graduate students and four faculty to six case studies that targeted a specific ethical mentoring principle, and it represents an expansion of a larger study currently under review. The goals of this WIP paper are to: (a) explore participant understanding of each ethical mentoring principle; (b) elucidate participant perceptions of ethical issues in six case studies; and (c) reveal what ethical behaviors participants expect from their respective mentor/mentee if they placed themselves in the situation of the case studies.
Suggested citation: Gelles, L., Villanueva, I., and Di Stefano, M. (2018). Perceptions of ethical behavior in ethical mentoring relationships between women graduate students and faculty in science and Engineering, Proceedings of the American Society of Engineering
Education Annual Conference and Exposition, Engineering Ethics Division, Salt Lake City, UT, June 24-27, 2018.
This work in progress paper describes the initial stages of a project which aims to characterize ... more This work in progress paper describes the initial stages of a project which aims to characterize the mechanisms of hidden curriculum (HC) in engineering and identify methods for exploring this phenomenon. To effectively study the complex nature of HC, this work brings together researchers with a range of expertise (sociology, engineering education, engineering, statistics, policy analysis, curriculum and instruction) to develop a holistic approach to explore HC in engineering. This work describes the process of gathering input from this multidisciplinary team as well as the literature to develop a mixed-method instrument and model to explore the mechanisms behind HC in engineering, a new realm in engineering education. Early findings suggest that HC may require considerations of an individual’s motivation, self-efficacy, and self-advocacy. The paper also discusses the initial stages of a vignette design used to elicit participants’ responses and reactions to the presented scenes. The vignette scenes focus on HC elements present during classroom preparation and instruction in engineering. Preliminary work on these HC elements per scene are also discussed here.
Suggested citation: Villanueva, I., Gelles, L., Di Stefano, M., Smith, B., Tull, R., Lord, S., Benson, L., Hunt, A., and Riley, D. (2018). What does hidden curriculum in engineering look like and how can it be explored? Proceedings of the American Society of Engineering Education Annual Conference and Exposition, Minorities in Engineering Division, Salt Lake City, UT, 24-27 June, 2018.
This study aimed to elevate the experiences and voices of teachers who led the STEM informal educ... more This study aimed to elevate the experiences and voices of teachers who led the STEM informal education program summer series: National Federation of the Blind Engineering Quotient (NFB EQ). Through its integration with science, technology, engineering, and math (STEM), NFB EQ opened opportunities from 2013–2016 in Baltimore, Maryland, for 60 blind students (Grades 9–12) to learn about engineering. The purpose of this narrative inquiry study was to understand how teachers foster interest towards STEM among blind students. The participants were two sighted teachers, one blind teacher, one sighted teacher–researcher, and one sighted researcher participant. We collected data in the form of field notes, semi-structured interviews, personal narratives, collective narratives, a focus group discussion, and teaching artifacts. We engaged in conversation analysis and used MAXQDA 12 software for data analysis. Guided by the principles of community of practices and universal design for learning, our results identified the importance of teacher awareness and positionalities in guiding blind students' inclusion and identity in the STEM classroom. Findings also suggest teachers are in a unique position to allow or prevent inclusive opportunities from occurring in their classrooms.
This research discusses a single case study of a first-grade Latino English Learner (EL) student,... more This research discusses a single case study of a first-grade Latino English Learner (EL) student, Allen (pseudonym), from a larger inquiry-based intervention on inversion and mental reversibility development. The purpose of this case study was to develop a better understanding of the relationship between Allen's English language proficiency and his ability to solve inversion and compensation mathematics tasks. The integration of multiple paradigms confronting radical constructivism and sociocultural theory of learning via culturally relevant pedagogy provided us with a multi-faceted set of perspectives in understanding the interconnection between Allen's cultural and linguistic background and his development of algebraic reasoning. Through conceptual and retrospective analyses, we found that Allen's language features are highly correlated with the development of his thinking strategies and his ability to solve mathematics tasks. Implications of this study include the development of teaching strategies that address critical issues in mathematics, such as the individual differences of learners, specifically ELs from Latino background. We suggest further research is needed in the field of language acquisition and access to STEM related concepts.
Second (L2) and foreign language (FL) learners1 need to master more
than grammar, vocabulary, and... more Second (L2) and foreign language (FL) learners1 need to master more
than grammar, vocabulary, and pronunciation: the element that enables
language learners to become effective communicators is culture. Language and culture are inseparable.Instructors of English as a second language (ESL) and of English as a foreign language (EFL) need to provide their students authentic opportunities for learning the target culture (TC), and EFL teachers need to provide students with enough opportunities of exposure to the language or its application in authentic communication. One of the most productive ways to incorporate cultural content into the language classroom is film. Films contain valuable cultural information and linguistic diversity and allow instructors to bring critical social discourse to their classrooms. As suggested by Mark Pegrum, instructors can use films that portray specific historical events to “enhance students’ awareness of difference, improve their analytical abilities, deepen their comprehension, and broaden their views of other cultural discourses and practices.”7 Films are, therefore, a means to teach pragmatic awareness, because of the many examples of pragmatic acts they portray, such as intonation, turn taking, and body language. The purpose of our study is to present the use of film to teach the pragmatic skill of argumentative speaking to adult EFL learners. In the
following sections, we introduce the milestone concepts that constitute the base upon which we developed our classroom-action research.
The intent of this chapter is to analyze demographic and language characteristics of American and... more The intent of this chapter is to analyze demographic and language characteristics of American and European students. I propose a theoretical framework based on the global and international education, in combination with the sociocultural theory of learning and the hybridity of cultures in the third space. Placing these demographic assumptions and strands of analysis together allows me to arrive at what I tentatively call a “new global immersion paradigm”.
In particular, I concentrate my attention on two specific aspects: how languages and cultures are perceived in a sociocultural and global education setting; and consequently, how schools can promote cultural integration opportunities for American, European and international students through the language immersion programs.
Luis López Nieves's novels and short stories are concerned with the demystification of History (w... more Luis López Nieves's novels and short stories are concerned with the demystification of History (with a capital " H ") and with the multiple versions of history. López Nieves mixes " la historia trocada " and the new epistolary technique because they are the ways he has found to transcend genre, age and time. Using multiple voices and narrators, his hybrid novels concern the action of a male and a female protagonist, target young and old readers, mix past, present and future all in the same story. In so doing, López Nieves has created an innovative writing style, a novel way of rethinking history and, above all, works of literature that transcend the local and become true
Positionality and Glocal Encounters in Social Studies Teacher Education
One of the central components of social justice is the recognition of people and their perspectiv... more One of the central components of social justice is the recognition of people and their perspectives when considering histories and policies that impact their lives. This is especially true for people who have been or are currently marginalized through histories and policies. Inequitable power relations based upon actual or perceived identities such as race, ethnicity, gender, language, sexual orientation, ability, and geopolitical belonging are reflected in histories and policies. The recognition of these inequitable relations and perspectives connected with them is a critical attribute of democratic communities that are committed to social justice. Camicia (2012, 2014) describes this as an ethic of recognition. The discussion of public issues with an ethic of recognition can be an important part of teacher education in general and internationalizing social studies teacher education in particular. Preservice teachers in social studies methods courses learn how to prepare their future students to participate in democratic, multicultural, and global communities.
This article discusses the development of two classroom instruction strategies in the context of ... more This article discusses the development of two classroom instruction strategies in the context of a study that took place in Utah in a first grade Spanish classroom. Data were gathered in the form of ethnographic observations of the classroom, open-ended interviews with the teacher, collection of students’ artifacts, and researcher’s journals. The study was conducted in a school that follows the Utah 50/50 two-way dual language immersion (DLI) model. The findings show that through the interview process, the teacher began to consider her role as a cultural worker (Freire, 2008). Consequently, the teacher implemented classroom instruction that contributed to integration of students’ funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992) in the curriculum.
International Citizenship Education Research: An annotated bibliography of research using the IEA ICCS and IEA CIVED datasets
Analysis of data form the 1999 Civic Education Study and the 2009 International Civic and Citizen... more Analysis of data form the 1999 Civic Education Study and the 2009 International Civic and Citizenship Study provide an invaluable resource for citizenship scholars and educators. This work strives to create visibility of the many rigorous studies that utilized these datasets. To accomplish this goal we conducted an exhaustive search of research using large-scale international datasets and summarized each within an annotated bibliography. Thus, this work provides a valuable resource for anyone interested understanding connections between education and youth civic engagement.
Thesis Chapters by Marialuisa Di Stefano
Understanding how emergent bilinguals bridge belonging and languages in dual language immersion settings
This dissertation covers the purpose, findings, and implication of a 10-week ethnographic researc... more This dissertation covers the purpose, findings, and implication of a 10-week ethnographic research study in a dual language immersion (DLI) third-grade classroom in the northeastern U.S. The purpose was to promote a better understanding of the processes and products of identity development in a DLI setting. Sense of belonging and language
practices were considered as the two main contributors toward development of fluid and hybrid identities. I developed this work through observation, interviews, and artifacts collection. The theoretical framework was constructed upon the principles of culturally sustaining pedagogy and community of practice. This allowed me to identify withingroup cultural practices and common cross-ground cultural practices in a DLI class, while documenting their contribution to the development of students’ identities. Using deductive and inductive thematic analysis, I found that students’ sense of belonging and practices of languages are connected to their identity through multiple cultural features. These can include food, family, music, dance, and other skills acquired in a specific heritage group. The data also identified several relevant factors, which intersect with the identity and culturally sustaining pedagogy, including the teacher as a role model and migration issues. Identity development and culturally sustaining
pedagogy practices are mediated by the teacher in her function as role model for her students. I provided examples and explained how these interconnections—based on culture, food, family, teacher as a role model, and migration—evolve in the DLI setting. Continual documentation occurred for the process that promoted these interconnections and how identity development was enhanced. Subsequently, I provided evidence of products that originated from this system. My study has the potential to inspire DLI teachers, policy makers, and educational stakeholders to scrutinize the impact of their
decisions when teaching and developing the DLI curriculum. In particular, the implications of this study contribute to the implementation of instructional practices that may aid students in investigating their fluid and hybrid identity through a more inclusive
learning environment. Recommendations for further longitudinal study in terms of identity development in the early elementary grades were addressed in the study.
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Papers by Marialuisa Di Stefano
Suggested citation: Gelles, L., Villanueva, I., and Di Stefano, M. (2018). Perceptions of ethical behavior in ethical mentoring relationships between women graduate students and faculty in science and Engineering, Proceedings of the American Society of Engineering
Education Annual Conference and Exposition, Engineering Ethics Division, Salt Lake City, UT, June 24-27, 2018.
Suggested citation: Villanueva, I., Gelles, L., Di Stefano, M., Smith, B., Tull, R., Lord, S., Benson, L., Hunt, A., and Riley, D. (2018). What does hidden curriculum in engineering look like and how can it be explored? Proceedings of the American Society of Engineering Education Annual Conference and Exposition, Minorities in Engineering Division, Salt Lake City, UT, 24-27 June, 2018.
than grammar, vocabulary, and pronunciation: the element that enables
language learners to become effective communicators is culture. Language and culture are inseparable.Instructors of English as a second language (ESL) and of English as a foreign language (EFL) need to provide their students authentic opportunities for learning the target culture (TC), and EFL teachers need to provide students with enough opportunities of exposure to the language or its application in authentic communication. One of the most productive ways to incorporate cultural content into the language classroom is film. Films contain valuable cultural information and linguistic diversity and allow instructors to bring critical social discourse to their classrooms. As suggested by Mark Pegrum, instructors can use films that portray specific historical events to “enhance students’ awareness of difference, improve their analytical abilities, deepen their comprehension, and broaden their views of other cultural discourses and practices.”7 Films are, therefore, a means to teach pragmatic awareness, because of the many examples of pragmatic acts they portray, such as intonation, turn taking, and body language. The purpose of our study is to present the use of film to teach the pragmatic skill of argumentative speaking to adult EFL learners. In the
following sections, we introduce the milestone concepts that constitute the base upon which we developed our classroom-action research.
In particular, I concentrate my attention on two specific aspects: how languages and cultures are perceived in a sociocultural and global education setting; and consequently, how schools can promote cultural integration opportunities for American, European and international students through the language immersion programs.
Thesis Chapters by Marialuisa Di Stefano
practices were considered as the two main contributors toward development of fluid and hybrid identities. I developed this work through observation, interviews, and artifacts collection. The theoretical framework was constructed upon the principles of culturally sustaining pedagogy and community of practice. This allowed me to identify withingroup cultural practices and common cross-ground cultural practices in a DLI class, while documenting their contribution to the development of students’ identities. Using deductive and inductive thematic analysis, I found that students’ sense of belonging and practices of languages are connected to their identity through multiple cultural features. These can include food, family, music, dance, and other skills acquired in a specific heritage group. The data also identified several relevant factors, which intersect with the identity and culturally sustaining pedagogy, including the teacher as a role model and migration issues. Identity development and culturally sustaining
pedagogy practices are mediated by the teacher in her function as role model for her students. I provided examples and explained how these interconnections—based on culture, food, family, teacher as a role model, and migration—evolve in the DLI setting. Continual documentation occurred for the process that promoted these interconnections and how identity development was enhanced. Subsequently, I provided evidence of products that originated from this system. My study has the potential to inspire DLI teachers, policy makers, and educational stakeholders to scrutinize the impact of their
decisions when teaching and developing the DLI curriculum. In particular, the implications of this study contribute to the implementation of instructional practices that may aid students in investigating their fluid and hybrid identity through a more inclusive
learning environment. Recommendations for further longitudinal study in terms of identity development in the early elementary grades were addressed in the study.