Stephany Cuevas

Dr. Stephany Cuevas is an Assistant Professor of Education at the Attallah College of Educational Studies, Chapman University. She holds a Doctor of Education from Harvard University, a Master of Education from Harvard University, and a Bachelor of Arts from the University of California, Berkeley.

• Education: Ed.D., Harvard University; M.Ed., Harvard University; B.A., UC Berkeley
• Institution: Chapman University
• College: Attallah College of Educational Studies
• Rank: Assistant Professor

Dr. Cuevas’ research centers on Latinx family engagement in higher education, particularly among first-generation and undocumented students. Her interdisciplinary work explores how familial support, cultural values like familismo, and structural inequities shape students’ postsecondary trajectories. She investigates the emotional, academic, and social tensions experienced by Latinx undergraduates as they navigate college while maintaining deep family responsibilities and connections.

Her recent scholarly output includes over a dozen publications, with a focus on familial support systems, immigrant parent engagement, and college access. Key themes across her work include the impact of political climate on undocumented families, the role of emotional protection in student-parent relationships, and the necessity of institutional support for student-parents and caretakers. Her 2024 article "I Tell Them Generics, but Not the Specifics" exemplifies her nuanced understanding of communication tensions in Latinx families.

• Family-School-Community Partnerships SIG, AERA
• American Association for Hispanics in Higher Education
• Association for the Study of Higher Education

Dr. Cuevas is also an active contributor to policy and practice, authoring the book Apoyo Sacrificial, Sacrificing Support and co-authoring Everyone Wins! The Evidence for Family-School Partnerships. She conducts professional development, evaluations, and trainings for schools and nonprofits nationwide, focusing on equity, immigrant family support, and postsecondary success. Her methodological approach integrates qualitative phenomenology with Chicana feminist epistemology, reflecting her commitment to positionality and social justice in research.

She leads community-engaged research initiatives and collaborates with school districts and nonprofit organizations to develop research-based curricula and support systems for underrepresented students and their families.