Stacie Craft DeFreitas

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.

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