Javier Omar
Javier Omar is a doctoral candidate in Developmental and Psychological Sciences at the Stanford Graduate School of Education. Prior to his time at Stanford, Javier served as a secondary science teacher within the San Antonio Independent School District. He received his BS in Neuroscience and Behavioral Biology and BA in Human Health from Emory University. He is a recipient of the Stanford Graduate Fellowship in Science and Engineering, Enhancing Diversity in Graduate Education Doctoral Fellowship, Research, Action, and Impact through Strategic Engagement Doctoral Fellowship, Diversifying Academia, Recruiting Excellence Doctoral Fellowship, American Psychological Foundation (APF) Division 56 Cultivating Healing, Advocacy, Nonviolence, Growth, and Equity (CHANGE) Grant, and the School of Education Dissertation Support Grant.
His research sits at the intersection of developmental science, community and cultural psychology, and early childhood education. Broadly, he investigates how culture, context, and systemic forces shape the social-emotional and psychosocial development of children and youth from historically minoritized communities. He pursues this agenda through two interconnected lines of inquiry: (1) examining the development, assessment, and support of social-emotional skills in early childhood, with a focus on culturally and linguistically diverse children; and (2) partnering with Latine immigrant youth, caregivers, and community organizations to understand the long-term developmental and mental health impacts of immigration-related stressors as well as the protective processes rooted in identity, family, community, and culture. Across both lines of work, his goal is to generate scholarship that is not only methodologically rigorous but can also be leveraged to affirm identity, elevate strengths, and inform more just and humanizing practices and policies.
Selected Publications:
Omar, J., Sulik, M. J., & Obradović, J. (2025). The Emotion Matching Task (EMT): Anti-bias adaptations, measurement invariance, and longitudinal growth in preschoolers. Early Education and Development, 1–28. https://doi.org/10.1080/10409289.2025.2564710
Steyer, L., *Omar, J., Sulik, M. J., & Obradović, J. (in press). Kindergarten health and absenteeism: Implications for academic achievement and racial and ethnic disparities. Early Childhood Research Quarterly. * = shared first authorship.
Merculief, A., Omar, J., Aguilar, G., Steyer, L., & Obradovic, J. (2025). Early childhood educator stress, burnout, and racial equity beliefs. Early Childhood Education Journal. https://doi.org/10.1007/s10643-025-02037-z
Omar, J., Berens, A. E., Ruiz Malagon, J. C., +Perez A., Obradović, J., & Hernandez-Arriaga, B. (abstract accepted for special issue). A strengths-based approach to examining psychosocial well-being and development for Latine Immigrant Youth. Journal of Research on Adolescence. + = student mentee
Omar, J., Thennakoon, K., Connolly, C., & Obradović, J. (under review). Teachers under strain: The role of racial equity mindsets and well-being in shaping early childhood educator emotion beliefs. Early Childhood Education Journal.
Selected Teaching Experience:
- Office of Vice Provost for Undergraduate Education: Teaching Affiliate (Instructor of Record)
- Course(s):
- UAR 42A (Leland Scholars Program: First Year Seminar),
- UAR 56 (Frosh and Transfer Scholars Program: Building a Successful Academic Career; 3 quarters),
- UAR 82 (Pathways of Public Service; 4 quarters)
- Course(s):
- Stanford Graduate School of Education: Teaching Assistant
- Course(s):
- EDUC 101 (Introduction to Teaching and Learning),
- EDUC 461 (Community Engaged Psychology and Education Field Experience),
- EDUC 126A (Ethics and Leadership in Public Service),
- EDUC 277 (Education of Immigrant Students: Psychological Perspectives)
- Course(s):
- Stanford Graduate School of Education: Teaching Affiliate (Instructor of Record)
- Course(s):
- EDUC 325C (Proseminar: Teaching and Learning),
- EDUC 465 (Development and Psychological Sciences Faculty Student Seminar; 3 quarters)
- Course(s):
- Stanford School of Humanities and Sciences: Teaching Fellow
- PSYCH 1 (Introduction to Psychology; 2 quarters)
- Stanford Teacher Education Program: Teaching Assistant
- EDUC 240 (Adolescent Development and Learning; 2 quarters)