Román, D., Arias, J. M., Sedlacek, Q. C., & Pérez, G. (2022). Exploring Conceptions of Creativity and Latinidad in Environmental Education Through the Lens of Culturally Sustaining Pedagogy. Review of Research in Education, 46(1), 32–63. https://doi.org/10.3102/0091732X221084332
Hawkins, R. X. D., Smith, E. N., Au, C., Arias, J. M., Catapano, R., Hermann, E., Keil, M., Lampinen, A., Raposo, S., Reynolds, J., Salehi, S., Salloum, J., Tan., & Frank, M. C. (2018). Improving the Replicability of Psychological Science Through Pedagogy. Advances in Methods and Practices in Psychological Science.
Orrego-Cardozo, M., Jiménez-Rodriguez, A., Osorio-Forero, A., Restrepo, F., Arias, J. M., & Tamayo-Orrego, L. (2016). Different brain structures exhibit similar caffeine levels after the administration of a single dose of caffeine / Estructuras encefálicas distintas muestran concentración de cafeína similar después de la administración de una dosis única. Biosalud, 16(2), 20–27.
Arias, J. M., Drossman, H. (2022). Power & equity in undergraduate environmental education: “Loving critique” at the Colorado College TREE Semester. Clearing: The Pacific Northwest Journal of Community-based Environmental Literacy Education.
Preschoolers’ moral judgments of environmental harm and influence of perspective-taking. Article review. ChangeScale Environmental Education Research Bulletin, Issue 14.
Authentic teacher care encourages reflective environmental engagement among minoritized youth. Article review. ChangeScale Environmental Education Research Bulletin, Issue 14.
Personal dispositions and recycling-related beliefs contribute to overestimation of perceived recycling skills. Article review. ChangeScale Environmental Education Research Bulletin, Issue 13.
A. Padilla, & J.M. Arias (2016). Report: A Bay Area Mobile Home Park and the Threat of Permanent Closure.
Arias, J. M. (2015). Book Review: Restoring Opportunity: The Crisis of Inequality and the Challenge for American Education. Hispanic Journal of Behavioral Sciences, 37(4), 572–580.
Grants and Fellowships
Stanford Diversifying Academia, Recruiting Excellence (DARE) Doctoral Fellowship. $102,000
Stanford GSE Dean's Collaborative Learning Fund Award. $44,300
Gerhard Casper Stanford Graduate Fellowship. $102,960
Scotland’s Saltire Scholars Fellowship. $12,400
"Neurociencia afectiva y emociones en el contexto de aprendizaje". Coloquio de Neurociencias, Universidad Autónoma de Manizales, Feb. 24th
"Advice for Early-Career Academics: Reflections on Community-Engaged Research." Stanford University Haas Center for Public Service, Feb. 4th
“Perspective-taking and social bias; The importance of empathy for persuasion and pedagogy.” Colorado College Psychology/Education Departments, Nov. 29th
“Citation managers for organizing and referencing work.” Applied Research Methods in International Comparative Education, Stanford University. Oct. 6th
“Neural development in adolescence.” Stanford Teacher Education Program: Adolescent Development & Learning.
Conference Papers & Presentations
Pedagogies of Perspective: Enacting Culturally-Sustaining Practices in Nature Education. North American Association for Environmental Education (NAAEE) Annual Conference, Lexington, KY.
Gaining perspective: Insights from a culturally-sustaining analysis of qualitative program evaluations. North American Association for Environmental Education (NAAEE) Research Symposium, Lexington, KY.
Culturally Sustaining Care in Nature Education. Children and Nature Network International Conference, Oakland, CA.
Inequality, belonging, thriving: Latino youth in America’s most expensive city. APA Division 45: Society for the Study of Race, Ethnicity, and Culture. UT Austin.
The Summen Project: Place-Based Education and Outreach Using California Redwoods as a Flagship Species. Young Environmental Scholars Conference, Stanford University.
The puzzle of switch costs that don’t add up: Reconsidering support for the “all or none” hypothesis of inhibitory development. Society for Research in Child Development (SRCD), Austin, TX.
Perceived Support within Immigrant Community Predicts School Aspirations and Performance while Self-Affirmation Lowers Adolescent Stress. American Educational Research Association Conference, Washington, D.C.