Marialuisa Di Stefano
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B.A., University of Messina, Italy, 2004
M.A., University of Messina, Italy, 2006
M.A., Washington State University, 2012
Ph.D., Utah State University, 2017
Postdoctoral Research Fellowship, Utah State University, 2018
Marialuisa Di Stefano is a lecturer for the College of Education. She completed a postdoctoral fellowship from the Department of Engineering Education at Utah State University. She earned her PhD in Curriculum and Instruction, with emphasis on bilingual education and cultural studies from Utah State University. Di Stefano is a multilingual and multicultural educator, researcher, and advocate for historically marginalized groups in education. Her research interest lies in bridging perspectives between STEAM education, bilingual education, and transnational civic education, and how such intersections may lead to a more equitable education system. Di Stefano is currently working on an NSF DRK-12 grant project to facilitate professional development opportunities around engineering education in dual language classes, specifically for K-5 bilingual teachers who work with Latinx/Latiné emergent bilingual students.
- STEAM Education in Bilingual and Dual Language Education
- Disciplinary biliteracies development in STEM
- Biliteracy development in PK-6
- Transnational Civic Education
- ESL education and emergent bilinguals
- Di Stefano, M., & Uribe, N. (2020). Sor Juana Inés de la Cruz en la clase de doble inmersión. [Sor Juana Inés de la Cruz in the dual language immersion class]. Contextos. Estudios de Humanidades y Ciencias Sociales, 45. Special Issue. Edición especial: Aproximaciones a la Enseñanza de las Humanidades y de los Estudios Culturales a través del Teatro. Santiago de Chile, Chile: Universidad Metropolitana de Ciencias de la Educación. (Open Access Article)
- Di Stefano, M., Villanueva, I., Esquinca, A. (forthcoming, accepted, 2019). Reconceptualizing bilingual/dual-language teacher education to promote disciplinary biliteracies in STEM. In C.R. Aquino-Sterling, M. Gort, & B.B. Flores (Eds.), Innovating Curricular & Pedagogical Designs in Bilingual Teacher Education: Bridging the Distance with P-12 Contexts.
- Villanueva, I., Di Stefano, M., Gelles, L., Vicioso, P., & Benson, S. (2019). A race re-imagined, intersectional approach to academic mentoring: Exploring the perspectives and responses of womxn in science and engineering research. Contemporary Educational Psychology, 59, 1-17. Special Issue: Race-Reimagining Psychology Research: Investigating Constructs through the Lens of Race & Culture. https://doi.org/10.1016/j.cedpsych.2019.101786 (Open Access Article)
- Gelles, L., Villanueva, I., & Di Stefano, M. (2019). “Mentoring is ethical, right?”: Women graduate students & faculty in science & engineering speak out. International Journal of Gender, Science, & Technology, Special Issue in Gender & Intersectionality in Engineering, 11(1), 108-133; http://genderandset.open.ac.uk/index.php/genderandset/article/view/578/1041.
- Di Stefano, M. & Camicia, S. (2018). Transnational Civic Education and Emergent Bilinguals in a Dual Language Setting. Education Sciences, 8(3), 128. doi.org/10.3390/educsci8030128 (Open Access Article)
- Di Stefano, M., Litster, K., & MacDonald B. L. (2017). Mathematics intervention supporting Allen, a Latino EL: A case study. Education Sciences, 7(2), 57. doi:10.3390/educsci7020057 (Open Access Article).
- Department of Teacher Education & Curriculum Studies