UW Madison - Department of Counseling Psychology Faculty - Stephen Quintana

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Main Office

Department of
Counseling Psychology

School of Education
335 Education Building
1000 Bascom Mall
MadisonWI  53706-1326

Tel: 608/262-4807
Fax: 608/265-4174

Email: counpsych@education.wisc.edu
or by contact form

Steve Quintana

No profile photo available.

Steve Quintana

Department Chair, Professor
Counseling Psychology (CP)

357 Education Building  binoculars icon
1000 Bascom Mall
Madison, WI 53706-1326
Office: 608/262-6987


Curriculum Vitae

Personal Biography

Dr. Quintana received his Ph.D. in Counseling Psychology in 1989 from the University of Notre Dame. Before joining the faculty at UW-Madison in 1996, he was on the faculty in the Counseling Psychology Program at the University of Texas at Austin for seven years where he was an Assistant and then Associate Professor. During 1992-93 academic year, he received a Ford Foundation Fellowship for research investigating Mexican-American children's understanding of ethnicity in Texas and Arizona. He was named Gimbel Child and Family Scholar for his work on promoting ethnic, racial, and religious understanding (2000-2001). His research has been reported in the APA Monitor on Psychology and on Psychology Today Radio . In addition to having been Chair of the Department of Counseling Psychology, he was also Chair of APA's Committee on Children, Youth, and Families (2001). He holds a joint appointment with Department of Educational Psychology and is a member of the faculty for UW's School Psychology program.

Dr. Quintana was Associate Editor for Child Development from 2001 - 2006 and Lead Editor for a special issue of the journal entitled: Race, Ethnicity, and Culture in Child Development . He is Associate Editor for Journal of Counseling Psychology (beginning 7/2006), He is also editor for Handbook of Race, Racism, and the Development Child to be published by John Wiley, 2007. Dr. Quintana's current research is in developing and evaluating a model of children's understanding of social status, which includes ethnicity, race, gender, religion, and social class. His other multicultural research has focused on students adjustment to higher education, children's understanding of ethnic prejudice, and multicultural training in professional organizations. In addition, he has published research on termination and internalization of therapeutic relationships, time-limited psychotherapy, and late adolescent development.


Ph D, Counseling Psychology
University of Notre Dame
Notre Dame, IN

Predoctoral Internship,
Center for Counseling and Psychological Services - Pennsylvania State University
University Park, PA

MA, Psychology
University of Notre Dame
Notre Dame, IN

BA, Psychology
Carleton College
Northfield, MN

Research Interests

Ethnic issues in development, counseling, and education
Ethnic perspective-taking ability in children
Integration of developmental and counseling theory


  • Quintana, S.M., Lambe Sarinana, S., & Ramirez Stege, A. (2016). I too am Black: Bi/multiracial Black youth speak about their racialized experiences. In Sullivan J. M., & Cross Jr., W. E. (Eds.), Meaning-making, internalized racism, and African American identity, (pp. 95-109). Albany, NY: State University of New York Press.
  • Quintana, S.M., Chávez, T.A., & Ramirez Stege, A. (2015). What does it mean to be Mexican American? Children’s and adolescents’ perspectives. In Caldera Y. M., & Lindsey, E. W. (Eds.), Mexican American children and families, (pp. 13-26). New York, NY: Routledge.
  • Umana-Taylor, A.J., Quintana, S.M., Lee, R.M., Cross, W.E., Rivas-Drake, D., Schwartz, S.J., & Syed, M. (2014). Ethnic and racial identity during adolescence and into young adulthood: An integrated conceptualization. Child Development. 85, 21-39.
  • Rivas-Drake, D., Seaton, E.K., Markstrom, C., Quintana, S.M., Syed, M., Lee, R.M., & Schwartz, S.J. (2014). Ethnic and Racial Identity in Adolescence: Implications for Psychosocial, Academic, and Health Outcomes. Child Development. 85, 40 - 57.
  • Quintana, S.M., Chavez, T.A., & Ramirez Stege, A.M. (2014). What does it mean to be Mexican American? Children's and adolescents' perspectives. In Y. Caldera & E. Trejos (Eds.), Mexican-American Children and Families: Multi-Disciplinary Perspectives. New York: Routledge.
  • Quintana, S.M. (2012). African American children's racial identifications and identity: Development of racial narratives. In J.M. Sullivan and A. M. Esmail (Eds.), African American Racial Identity: An interdisciplinary exploration of the racial and cultural dimensions of the Black experience, (pp. 289-313).
  • Quintana, S.M., Chew, A., & Shell, G. (2012). Counseling Psychology Theory and Research on Race and Ethnicity: Implications for a psychological science of diversity. APA handbook of counseling psychology, vol. 1: Theories, research, and methods, (pp. 453-489).
  • Quintana, S.M. (2012). Sojourner children's developmental understanding of nationality. International Journal of Educational Psychology. 1(1), 14-34.
  • Quintana, S.M. (2010). Ethnicity, race and children’s social development. In P. K. Smith & C. H Hart (Eds.), Wiley-Blackwell Handbook of Childhood Social Development. Wiley-Blackwell.
  • Baskin, T.W., Wampold, B.E., Quintana, S.M., & Enright, R.D. (2010). Belongingness as a protective factor against loneliness and potential depression in a multicultural middle school. The Counseling Psychologist. 38, 626-651.
  • Quintana, S.M., Segura-Herrera, T., & Nelson, M.L. (2010). Mexican American High School Students' Ethnic Self-Concepts and Identity. Journal of Social Issues. 66(1), 11 - 28.
    Abstract: Mexican American high school students (N = 24) were administered semistructured interviews about their psychological experience of ethnicity. The interview focused on individual, friendship, peer group, and family domains. Qualitative analyses of the interview transcripts revealed six domains including ethnic identity, socialization, intraethnic support and challenge, interethnic relations and attitudes, ethnic transcendence, and ethnic differences and similarities. These six domains were graphically depicted that differentiated ethnic self-concepts from ethnic identity processes and identified the intraethnic and interethnic influences of the ethnic self-concepts and identity processes. There were three ethnic self-concepts (i.e., cultural self, possible minority self, and self that transcends ethnic group boundaries). These basic three ethnic self-concepts are consistent with other researchers identification of analogous ethnic self-concepts and socialization messages across a wide range of contexts. Implications for future empirical and theoretical research are discussed.
  • Maríñez-Lora, A.M., & Quintana, S.M. (2009). Low-income urban African American and Latino Parents’ School Involvement: Testing a Theoretical Model. School Mental Health. 1, 212-228.
  • Quintana, S.M. (2009). Latino Ethnic Identity. In F. Villanueva et al. (Eds.), Handbook of U. S. Latino Psychology: Developmental and Community Perspectives. Sage.
  • Quintana, S.M. (2009). Psychological Implications of Demographic Trends in Latino Children’s Neighborhoods. In N. S. Landale, S. McHale, & A. Booth (Eds.), Growing Up Hispanic: Health and Development of Children of Immigrants. Urban Institute Press.
  • Quintana, S.M. (2008). Children’s Racial Perspective-Taking Ability. In S. M. Quintana & C McKown (Eds.), Race, Racism, and the Developing Child. John Wiley.
  • Quintana, S.M. (2008). Introduction to race, racism and the developing child. In S. M. Quintana & C McKown (Eds.), Race, Racism, and the Developing Child. John Wiley.
  • Quintana, S.M. (2007). Racial and Ethnic Identity: Developmental Research and Perspective. Journal of Counseling Psychology.
  • Quintana, S.M., & Minami, T. (2006). Guidelines for meta-analyses of counseling psychology research. Counseling Psychologist. 34, 839-877.
    Abstract: doi:10.1177/0011000006286991
  • Quintana, S.M., & Montero, R. (in press). Racial Identity Development. Encyclopedia of Multicultural Psychology. Thousand Oaks, CA: Sage.
  • Quintana, S.M., & Minami, T. (2006). Guidelines for Meta-analyses of Counseling Psychology Research. The Counseling Psychologist. 34, 1-39.
  • Quintana, S.M., Aboud, F.E., Chao, R.K., Contreras-Grau, J., Cross, W.E., Hudley, C., Hughes, D., Liben, L.S., Nelson-Le Gall, S., & Vietze, D.L. (2006). Race, Ethnicity, and Culture in Child Development: Contemporary Research and Future Directions. Child Development. 77, 1129-1141.
  • Lee, D.C., & Quintana, S.M. (2005). Benefits of cultural exposure and development of Korean perspective-taking ability for transracially adopted Korean children. Cultural Diversity and Ethnic Minority Psychology. 11, 130-143.
  • Quintana, S.M., & Aleman, P. (2004). Children's psychological experience of ethnicity and race: Implications for inter-racial cooperation and understanding. In R. L. Hampton & T. P. Gullotta (Eds.), Promoting racial, ethnic, and religious understanding and reconciliation in the 21st Century, (pp. 17-47). Washington DC: Child Welfare League of America.
  • Quintana, S.M. (2004). Development of children’s understanding of race and ethnicity. Applied Developmental Science.
  • Quintana, S.M., Chun, E., Gonsalves, S., Kaeo, W., & Lung, L. Development of Native Hawaiian children's understanding of race and culture. Unpublished Manuscript, University of Wisconsin, Madison. 1, I73-186.
  • Vera, E.M., & Quintana, S.M. (2004). Ethnic identity for Chicano children. In R. J. Velasquez, L. Arellano, & B. McNeill (Eds.), Handbook of Chicana/o Psychology and Mental Health. Lawrence Erlbaum Associates.
  • Quintana, S.M. (2004). Race, Ethnicity, and Culture in Child Development. Child Development. 75, v-vi.
  • Quintana, S.M., & Sequra-Herrera, T. (2003). Developmental transformations of self and identity in context of oppression. Journal of Self and Identity. 2, 269-285.
  • Taylor, G., & Quintana, S.M. (2003). Teachers multicultural competence (K-12). In D. Pope-Davis & H. L. K. Coleman (Eds.), Handbook of multicultural competencies. Newbury Park, CA: Sage.
  • Quintana, S.M., & Atkinson, D. (2002). A Multicultural perspective on principles for empirically-supported Interventions. The Counseling Psychologist. 30, 281-291.
  • Quintana, S.M., Troyano, N., & Taylor, G. (2001). Cultural validity and inherent challenges in quantitative methods for multicultural research. In J. G. Ponterotto, J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of multicultural counseling (2nd edition). Newbury Park, CA: Sage.
  • Castillo, E., Quintana, S.M., & Zamarripa, M. (2000). Cultural and linguistic issues in child and adolescent assessment: Practical implications. In E. S. Shapiro & T. R. Kratochwill (Eds.), Conducting functional school assessments of behavior: A practical guide, (pp. 274 - 308). Guilford Press.
  • Quintana, S.M., Castillo, E., & Zamarripa, M. (2000). Cultural and linguistic issues in child and adolescent assessment: Recent theory and research. In E. S. Shapiro & T. R. Kratochwill (Eds.), Behavioral assessment in schools: Theory, research, and clinical Foundation, (pp. 435 - 463). Guilford Press.
  • Quintana, S.M., Ybarra, V.C., Gonzalez-Doupe, P., & de Baessa, Y. (2000). Cross-cultural evaluation of ethnic perspective-taking ability in two samples: US Latino and Guatemalan Ladino children. Cultural Diversity and Ethnic Minority Psychology. 6, 334-351.
  • Quintana, S.M. (in press). Mexican-American children's ethnic pride and internalized racism. Occasional Paper, # 41. East Lansing, Michigan: The Julian Samora Research Institute, Michigan State University.
  • Quintana, S.M., & Vera, E. (1999). Mexican-American children's representations of ethnic prejudice. Hispanic Journal of Behavioral Sciences. 21, 387-404.
  • Quintana, S.M., Castaneda-English, P., & Ybarra, V.C. (1999). Role of perspective-taking ability and ethnic socialization in the development of adolescent ethnic identity. Journal of Research on Adolescence. 9, 161-184.
  • Quintana, S.M., & Maxwell, S.E. (1999). Implications of recent developments in structural equations modeling for counseling psychology. The Counseling Psychologist. 27, 485-527.
  • Quintana, S.M. (1998). Development of children's understanding of ethnicity and race. Applied & Preventive Psychology: Current Scientific Perspectives. 7, 27-45.
  • Quintana, S.M., & de Baessa, Y. (1996). Autoestima, preferencia, y concocimiento etnico en niños Quichés. Fondo de las Naciones Unidas para la Infancia (UNICEF).
  • Constantine, M.G., Quintana, S.M., Leung, S.A., & Phelps, R.E. (1995). Survey of professional needs of Division 17's ethnic/racial minority psychologists. The Counseling Psychologist. 23, 546-561.
  • Quintana, S.M., & Bernal, M.E. (1995). Ethnic minority training in counseling psychology: Comparisons with clinical psychology and proposed standards. The Counseling Psychologist. 23, 102-121.
  • Quintana, S.M., & Maxwell, S.E. (1994). A comparison of six estimates of epsilon in repeated measures designs with small sample sizes. Journal of Educational Statistics. 19, 57-71.
  • Quintana, S.M. (1994). A model of ethnic perspective taking ability applied to Mexican-American children and youth. International Journal of Intercultural Relations. 18, 419-448.
  • Harrist, R.S., Quintana, S.M., Henry, W., & Strupp, H.H. (1994). Internalization of interpersonal process in time-limited dynamic psychotherapy. Psychotherapy: Theory, Research, & Practice. 31, 49-57.
  • Quintana, S.M. (1993). Toward an expanded and updated conceptualization of termination: Implications for short-term, individual psychotherapy. Professional Psychology: Research and Practice. 24, 426-432.
  • Quintana, S.M., & Kerr, J. (1993). Relational needs in late adolescent separation-individuation. Journal of Counseling & Development. 71, 349-354.
  • Quintana, S.M., & Holahan, W. (1992). Termination in short-term counseling: Comparing successful and unsuccessful cases. Journal of Counseling Psychology. 39(299-305).
  • Quintana, S.M., Vogel, M.C., & Ybarra, V.C. (1991). Meta-analysis of Latino students' adjustment in higher education. Hispanic Journal of Behavioral Sciences. 13, 155-168.
  • Quintana, S.M., Kilmartin, C., Yesonosky, J., & Macias, D.E. (1991). Factors affecting referral decisions in a university counseling center. Professional Psychology: Research and Practice. 22, 90-97.
  • Quintana, S.M., & Lapsley, D.K. (1990). Rapprochement in late adolescent separation-individuation: A structural equations approach. Journal of Adolescence. 13, 371-385.
  • Quintana, S.M., & Meara, N.M. (1990). Internalization of therapeutic relationships in short-term psychotherapy. Journal of Counseling Psychology. 37, 123-130.
  • Lapsley, D.K., & Quintana, S.M. (1989). Mental capacity and role-taking: A structural equations approach. Merrill-Palmer Quarterly: Journal of Developmental Psychology. 35, 143-163.
  • Quintana, S.M., & Lapsley, D.K. (1987). Adolescent attachment and identity development: A continuity of adaptation. Journal of Adolescent Research. 2, 393-409.
  • Lapsley, D.K., Milstead, M., Quintana, S.M., Flannery, D., & Buss, R.R. (1986). Adolescent egocentrism and formal operations: Tests of theoretical assumption. Developmental Psychology. 22, 800-807.
  • Lapsley, D.K., & Quintana, S.M. (1985). Adolescent sex role development and social changes. Sex Roles. 12, 252-255.
  • Quintana, S.M., & Lapsley, D.K. (1985). Integrative themes in social and developmental theories of self. In J. B. Pryor and J. D. Day (Eds.), The Development of Social Cognition. NY: Springer-Verlag.
  • Lapsley, D.K., & Quintana, S.M. (1985). Recent approaches in children's moral and social education. Elementary School Guidance and Counseling Journal. 19, 246-259.
  • Lapsley, D.K., Harwell, M., Olson, L., Flannery, D., & Quintana, S.M. (1984). Moral judgment, personality, and attitude to authority in early and late adolescence. Journal of Youth and Adolescence. 13, 527-542.
  • Lapsley, D.K., & Quintana, S.M. (1984). Almost everything you want to know about program evaluation of moral education. Contemporary Psychology. 29, 909.
  • Quintana, S.M., Lambe Sarina, S., & Ramirez Stege, A.M. (in press). Bi/multiracial Black Youth Speak about their Racialized Experiences. African American Identity: Meaning-Making and Internalized Racism.
  • Chew, A.Y., & Quintana, S.M. (in press). Meta-Analysis of Cross Racial Identity Scale: Psychological Costs and Benefits of Racial Identity. African American Identity: Meaning-Making and Internalized Racism.
  • Quintana, S.M., Benjamin, J.Z., & Leverett, P. (in press). Essentialism and Children’s Reasoning about Race and Ethnicity. Wiley-Blackwell Handbook of Group Processes in Children and Adolescents. London: Wiley Blackwell.
  • Quintana, S.M. Dialoguing about Race with Children and Youth. Manuscript in preparation. American Psychological Association.


  • Quintana, S.M., Presenter & Author, Sorensen, S., Presenter & Author, & Olarte-DaSilva, S., Presenter & Author Teachers' Multicultural Competence: Qualitative Analysis, APA convention, American Psychological Association, Washington DC.
  • Sara, C., Presenter & Author, & Quintana, S.M., Presenter & Author Children's understnaidng of race across Korean Americans, International, and Transracial Adoption, APA convention, American Psychological Association, Washington DC.
  • Quintana, S.M., Presenter & Author Educational Disparities: Lessons from and parallels with health disparities, APA convention, American Psychological Association, Washington DC.

Departmental Service

  • Diversity Committee for Department of Educational Psychology
    Dates of Membership: 1996 - 2014
  • Committee Chair. Period of Service: 1996 - 2014

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