Marialuisa Di Stefano

headshot of Marialuisa Di Stefano

Marialuisa Di Stefano

Assistant Professor
Language, Literacy, & Culture


Phone icon(413) 545-3675

Web iconGoogle Scholar

Building icon

W259 Furcolo

Web iconAcademia


Postdoctoral Research Fellowship, Utah State University, 2018
Ph.D., Utah State University, 2017
M.A., Washington State University, 2012
M.A., University of Messina, Italy, 2006
B.A., University of Messina, Italy, 2004


Marialuisa Di Stefano is an Assistant Professor in the College of Education. She completed a postdoctoral fellowship from the Department of Engineering Education at Utah State University. She earned her Ph.D. 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. Di Stefano is the MABE (Multistate Association for Bilingual Education, Northeast), president (2020-2022), and the AATI (American Association of Teachers of Italian) New England Co-Representative (2020-2022). 


  • 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., Villanueva, I., Esquinca, A. (2022). 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 School Contexts. Information Age Publishing (Book contents)
  • Di Stefano, M., Almazán-Vázquez, A., Yepes-Amaya, W., & Britton, E. R. (2021). “Tu lucha es mi lucha”: Teaching Spanish through an equity and social justice lens. Foreign Language Annals, 1–23.  (Abstract)
  • Di Stefano, M., Almazán‐Vázquez, A., & Yepes, W. (In press). Dismantling gender stereotypes in the Spanish class: Three transnational testimonios. In K. F. Davidson, S. M. Johnson, & L. J. Randolph Jr. (Eds.), How we take action: Social justice in K‐16 language classrooms.
  • Villanueva, I., Di Stefano, M., Gelles, L., Youmans, K., Hunt, A. (2020). Development and Assessment of a Vignette Survey Instrument to Identify Responses due to Hidden Curriculum among Engineering Students and Faculty. International Journal of Engineering Education, 36 (5), 1549-1569. (Abstract)
  • 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)
  • 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. (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; (Open Access Article)  
  • Di Stefano, M. & Camicia, S. (2018). Transnational Civic Education and Emergent Bilinguals in a Dual Language Setting. Education Sciences, 8(3), 128. (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