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College of Humanities & Social Sciences

Photograph of Stacie DeFrietas

Stacie DeFreitas, Ph.D.

Associate Professor of Psychology Assistant Chair, Social Science Department

Office: N1009 F
(713) 221-8921
defreitass@uhd.edu

Dr. DeFreitas has been teaching at UHD since Fall 2009 after working for two years as a clinical assistant professor at the University of North Carolina-Chapel Hill. She is now the assistant chair of the Department of Social Sciences and teaches many courses including Abnormal psychology, African American Issues in psychology, Introduction to psychology, and Introduction to Clinical psychology.

​Duke University, Ph. D., Clinical Psychology, M.A., Clinical Psychology
University of North Carolina at Chapel Hill, B.S., Psychology


  • Abnormal Psychology
  • African American Issues in Psychology
  • Counseling and Psychotherapy
  • Educational Psychology
  • Freshman Seminar
  • Introduction to Clinical Psychology
  • Introduction to Psychology
  • Research Methods
  • Special Projects in Psychology/Social Sciences

Dr. DeFreitas has a Ph. D. in Clinical Psychology from Duke University.  Her dissertation examined ethnic differences in academic achievement for first-year college students and her master’s thesis focused on educational and occupational aspiration-expectation discrepancies in adolescents.  She has also worked as a clinical psychologist full time with children and adolescents at the Houston Independent School District and an inpatient hospital affiliated with the University of North Carolina-Chapel Hill.  Her clinical experience and education make her qualified to teach Abnormal psychology, Counseling and Psychotherapy, Introduction to Clinical Psychology, Psychology Assessment.  In addition, her research experience and education qualify her to teach African American Issues in Psychology, Educational Psychology, Freshman Seminar, Introduction to Psychology, and Research Methods.

Teaching Experience: 

Assistant Professor at the University of Houston-Downtown August 2009 to present;

Clinical Assistant Professor at the University of North Carolina-Chapel Hill September 2007 to July 2009. 

Academic Scholarship/Research/Creative Endeavors: Trevino, N. & DeFreitas, S. C. (2014). The relationship between intrinsic motivation and academic achievement for first generation Latino college students.  Social Psychology of Education, 17(2), 293-606. doi: 10.1007/s11218-013-9245-3.

DeFreitas, S. C. & Rinn, A. (2013). Academic achievement of first generation college students: The role of academic self-concept.  Journal of the Scholarship of Teaching and Learning. 13(1), 57-67.

DeFreitas, S. C. (2012).  Differences between African American and European American first-year college students in the relationship between self-efficacy, outcome expectations, and academic achievement.  Social Psychology of Education, 15(1), 109-123. doi:10.1007/s11218-011-9172-0

DeFreitas, S. C. & Bravo, A. (2012).  The influence of involvement with faculty and mentoring on the self-efficacy and academic achievement of African American and Latino college students.  Journal of the Scholarship of Teaching and Learning, 12(4), 1-11.

Kurtz-Costes, B., DeFreitas, S. C., Kinlaw, R. C. & Halle, T. (2011).  Gender and racial preference in Black and White preschool girls. British Journal of Developmental Psychology, 29, 270-287. doi: 10.1111/j.2044-835X.2010.02018.x.

​Currently, Dr. DeFreitas’ primary research interests are concerning the academic and mental health development of youth, particularly urban, ethnic minority youth. She is conducting research examining mentoring relationships, faculty-student interactions, and the influence of educational environment on students.

PUBLICATIONS

Trevino, N. & DeFreitas, S. C. (2014). The relationship between intrinsic motivation and academic achievement for first generation Latino college students. Social Psychology of Education. doi: 10.1007/s11218-013-9245-3.

DeFreitas, S. C. & Rinn, A. (2013). Academic achievement of first generation college students: The role of academic self-concept. Journal of the Scholarship of Teaching and Learning. 13(1), 57-67.

DeFreitas, S. C. (2012). Differences between African American and European American first-year college students in the relationship between self-efficacy, outcome expectations, and academic achievement. Social Psychology of Education, 15(1), 109-123. doi:10.1007/s11218-011-9172-0

DeFreitas, S. C. & Bravo, A. (2012). The influence of involvement with faculty and mentoring on the self-efficacy and academic achievement of African American and Latino college students. Journal of the Scholarship of Teaching and Learning, 12(4), 1-11.

Stewart, C., Moore, T., Crone, T. S. & DeFreitas, S. C. & Rhatigan, D. (2012). Who gets blamed for intimate partner violence? The relative contributions of perpetrator sex category, victim confrontation, and observer attitudes. Journal of Interpersonal Violence. 27(18), 3739 – 3754. doi:10.1177/0886260512447571



University Level Grants: 

Faculty Development Grant, Spring 2015:funded travel to National Institute on the Teaching of Psychology Conference, Association of Psychological Sciences Membership, and supplies. 

Faculty Development Grant, Spring 2014:  funded travel to Teaching Professor Technology Conference. 

Service Learning Mini-Grant, Spring 2014:  funded development of a service learning component for  a Fall 2014 course. 

Organizational Research Committee Grant, Summer 2013:  funded a course release to allow time to conduct a research project as well as funding to purchase software and equipment for research. 

Faculty Development Grant, Spring 2013:  funded Association of Psychological Science membership and travel to annual conference. 

Faculty Development Grant, Spring 2012:  funded Association of Psychological Science membership and travel to annual conference. 

Organizational Research Committee Grant, Spring 2010:  funded a course release to allow time to conduct a research project.

 

 

 

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