College of Education

About Us Admissions & Academics Research & Engagement Departments & Faculty Current Students

Nidia Ruedas-Gracia

Key Professional Appointments

  • Assistant Professor, Educational Psychology, University of Illinois, Urbana-Champaign
  • Affiliate, Center for Social and Behavioral Science, University of Illinois, Urbana-Champaign

I earned a BA from the University of California, Los Angeles (UCLA) in Psychology and Sociology, an MA from New York University (NYU) in Human Development and Social Intervention, and a PhD from Stanford University in Developmental and Psychological Sciences.


Research & Service

Exploring sociocultural factors (e.g., sense of belonging) that impact the academic performance and psychological development of historically minoritized students. I am also interested in informing and developing culturally-sustaining interventions for historically minoritized college students, specifically those who are first-generation/low-income (FLI).


Lee, B. A., Maghsoodi, A. H., Ruedas-Gracia, N., & Williams, C. D. (2023). Measures of Racial-Ethnic-Cultural (REC) Belonging: A Systematic Review of the Literature. Identity, 23(2), 170-192.  link >

Maghsoodi, A. H., Ruedas-Gracia, N., & Jiang, G. (Accepted/In press). Measuring College Belongingness: Structure and Measurement of the Sense of Social Fit Scale. Journal of Counseling Psychology.  link >

Ruedas-Gracia, N., Jiang, G., & Maghsoodi, A. H. (2023). Is Belonging Stable Over Time? A Four-Year Longitudinal Examination of University Belonging Differences Among Students. Emerging Adulthood, 11(4), 1022–1038.  link >

Peña, C., Ruedas-Gracia, N., Cohen, J. R., Tran, N., & Stratton, M. B. (2022). Ten simple rules for successfully supporting first-generation/low-income (FLI) students in STEM. PLoS computational biology, 18(10 October), Article e1010499.  link >

Rayford, T., Ruedas-Gracia, N., Goldstein, M. H., Schimpf, C., Hebert, L., Escamilla, L., & Zavala, J. J. (2022). Educational Enrichment: The Benefits of Near-Peer Mentoring for Undergraduate Engineering Students. ASEE Annual Conference and Exposition, Conference Proceedings.

Ruedas-Gracia, N., Botham, C. M., Moore, A. R., & Peña, C. (2022). Ten simple rules for creating a sense of belonging in your research group. PLoS computational biology, 18(12), e1010688.  link >

Neville, H. A., Ruedas-Gracia, N., Lee, B. A., Ogunfemi, N., Maghsoodi, A. H., Mosley, D. V., LaFromboise, T. D., & Fine, M. (2021). The Public Psychology for Liberation Training Model: A Call to Transform the Discipline. American Psychologist, 76(8), 1248-1265.  link >

Greenfield, P. M., Espinoza, G., Monterroza-Brugger, M., Ruedas-Gracia, N., & Manago, A. M. (2020). Long-Term Parent-Child Separation through Serial Migration: Effects of a Post-Reunion Intervention. School Community Journal, 30(1), 267-298.

Ruedas-Gracia, N., Lafromboise, T., Hussain, S. F., Malik, S. S., & Laverdure, A. (2020). Parent Educational Level and Motivation Among Native American Adolescents: The Mediating Role of School Belonging. Journal of American Indian Education, 59(2-3), 121-145.  link >

Hernandez, E., Suarez-Orozco, C., Cerda, J., Osei-Twumasi, O., Corral, M., Garcia, Y., Katsiaficas, D., & Ruedas-Gracia, N. (2019). Immigrant-Origin Students in Community College: How Do They Use Their Time on Campus? Teachers College Record, 121(7), 1-48. Article A20.

Hussain, S. F., Domingue, B. W., LaFromboise, T., & Ruedas-Gracia, N. (2018). Conceptualizing school belongingness in native youth: Factor analysis of the Psychological Sense of School Membership Scale. American Indian and Alaska Native Mental Health Research, 25(3), 26-51.  link >

Burgos-Cienfuegos, R., Vasquez-Salgado, Y., Ruedas-Gracia, N., & Greenfield, P. M. (2015). Disparate Cultural Values and Modes of Conflict Resolution in Peer Relations: The Experience of Latino First-Generation College Students. Hispanic Journal of Behavioral Sciences, 37(3), 365-397.  link >


EPSY 590: Advanced Seminar in Educational Psychology (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department.