PEER-REVIEWED PUBLICATIONS
-in prep-
Covarrubias, R., Valle, I. & Laiduc, G. Activating the capital of low-income, first-generation students of color through counterspace processes.
Covarrubias, R. & Quinteros, K. Calling out whiteness: Faculty of color redefining university leadership.
Quinteros, K. & Covarrubias, R. Activating the resistant capital of minoritized undergraduates: An intersectional and interdisciplinary perspective.
Quinteros, K. Valle, I., & Covarrubias, R. Differences in opportunities for meaningful diversity-related connections across various Hispanic-serving institutions
Laiduc, G. & Covarrubias, R. (Critical) multicultural cues promote identify-safety and social justice beliefs in STEM.
-under review or revision-
Covarrubias, R., & Valle, I. Research, practice, and intersectionality: Reflexive insights on working with and for first-generation students
-2025-
Covarrubias, R., Laiduc, G., Quinteros, K., & *Arreaga, J. (2025). From vision to practice: Staff leaders enacting servingness in mentoring programs. Forthcoming in Journal of Leadership, Equity, and Research.
Covarrubias, R., & Quinteros, K. (2025). Transforming structures of whiteness: The joys and pains of reimagining university leadership. In K. A. Case and L. R. Warner, (Eds.), Creating a faculty activism commons for social justice: Finding hope in the messy truth (pp. 184-196). New York: Routledge. https://doi.org/10.4324/9781032700069
-2024-
Sheehy-Skeffington, J., Covarrubias, R., Croizet, J-C., & Goudeau, S. (2024). Society in the classroom: Introduction to the special issue. Journal of Social Issues, 1-7. https://doi.org/10.1111/josi.12659
Valle, I. & Covarrubias, R. (2024). A critical race culture cycle study of class inequities in higher education. Journal of Social Issues, 1-23. https://doi.org/10.1111/josi.12653
Covarrubias, R. (2024). On being accepted: Interrogating how university cultural scripts shape personal and political facets of belonging. Educational Psychology Review, 36, 1-26. https://doi.org/10.1007/s10648-024-09970-2
Valle, I. & Covarrubias, R. (2024). Stories of conflict, agency, and hope: Master narratives underlying home-school mismatches for first-generation Latina students. Qualitative Psychology, 11(3), 465–490. https://doi.org/10.1037/qup0000302
Covarrubias, R., & Laiduc, G. (2024). Paradoxes, uncertainty, pain, and hope: Motivations for making sense of challenge. Social and Personality Psychology Compass, 18(7), 1-16. https://doi.org/10.1111/spc3.12980
Covarrubias, R. (2024). Institutionalizing a culture of inclusion to upend structural invisibility in school settings. [Invited commentary for "A leadership-level culture cycle intervention changes teachers’ culturally inclusive beliefs and practices", by L.M. Brady, C. Wang, C. Griffiths, J. Yang, H.R. Markus, & S.A. Fryberg]. Proceedings of the National Academy of Sciences, 121(26), 1-2.
Jackson, M., Remache, L., Ramirez, G., Covarrubias, R., & Son, J. (2024). Wise interventions at Minority Serving Institutions: Why cultural capital matters. Journal of Diversity of Higher Education. https://doi.org/10.1037/dhe0000570
Laiduc, G., Slattery, I., & Covarrubias, R. (2024). Disrupting neoliberal diversity discourse with critical race college transition stories. Journal of Social Issues, 1–33. https://doi.org/10.1111/josi.12600
-2023-
Covarrubias, R. (2023). What does it mean to belong? An interdisciplinary integration of theory and research on belonging. Social and Personality Psychology Compass, e12858, 1-16.
Covarrubias., R., Laiduc, G., Quinteros, K., & Arreaga, J. (2023). Lessons on servingness from mentoring program leaders at a Hispanic Serving Institution. Journal of Leadership, Equity, and Research, 9(2), 1-17.
Remache, L., Jackson, M., Ramirez, G., Covarrubias, R., & Son, J. (2023). The impact of a tailored psychologically-wise intervention on academic outcomes during COVID-19. Understanding Interventions, 14(1), 1-21.
Covarrubias, R., & Valle, I. (2023). In the in-between: Low-income, Latinx students sense making of paradoxes of independence and interdependence. Personality and Social Psychology Bulletin, 0(0).
Valle, I., Quinteros, K., & Covarrubias, R. (2023). Security as servingness: Examining links between food insecurity and performance at a Hispanic-serving Institution. Journal of Diversity in Higher Education. Advance online publication.
Quinteros, K., & Covarrubias, R. (2023). Reimagining leadership through the everyday resistance of faculty of color. Journal of Diversity in Higher Education. Advance online publication.
Covarrubias, R. (2023). Rebirthing my girlhood space: What bell hooks taught me about writing and love [Special issue]. Women, Gender, and Families of Color.
-2022-
Covarrubias, R., Netwon, X., & Glass, T. (2022). “You can be creative once you are tenured”: Counterstories of academic writing from mid-career women faculty of color [Special issue]. Multicultural Perspectives, 24(3), 120-128.
Covarrubias, R. Continuing cultural mismatches: Personal reflections of a Latina first-generation faculty navigating the academy [Manuscript accepted]. In T. L. Buenavista, D. Jain, M. C. Ledesma* (Eds.) First-generation faculty of color: Reflections on research, teaching, and service. Rutgers University Press.
Hernandez, R., Covarrubias, R., Radoff, S., Moya, E., & Mora, Á. J. (2022). An anti-deficit investigation of resilience among university students with adverse experiences. Journal of College Student Retention: Research, Theory & Practice.
Basch, S., Covarrubias, R., & Wang, S.-h. (2022). Minoritized students’ experiences with pandemic-era remote learning inform ways of expanding access. Scholarship of Teaching and Learning in Psychology. Advance online publication.
Laiduc, G., & Covarrubias, R. (2022). Making meaning of the hidden curriculum: Translating wise interventions to usher university change. Translational Issues in Psychological Science, 8(2), 221–233
Rolon-Dow, R., Covarrubias, R., Guerron Montero, C. (2022). Shallow inclusion: How Latinx students experience a predominantly White institution engaging in diversity work [Special issue]. Journal of Leadership, Equity, and Research, 8(2), 135-157.
Laiduc, G., Herrmann, S., & Covarrubias, R. (2021). Relatable role models: An intervention highlighting first-generation faculty benefits first-generation students. Journal of First-generation Student Success, 1(3), 159-186.
Casanova, S., Alonso Blanco, V., Takimoto, A., Vazquez, A., Covarrubias, R., London, R., Azmitia, M., & Lewis, C. (2021). Learning in the counterspace of not school. Educational Studies, 459-475.
Covarrubias, R. (2021). What we bring with us: Investing in Latinx students means investing in families. Policy Insights from the Behavioral and Brain Sciences, 8(1), 3–10.
Covarrubias, R., De Lima, F., Landa, I., Valle, I., Hernandez-Flores, W. (2021). Dimensions of family achievement guilt for low-income, Latinx and Asian first-generation students. Cultural Diversity and Ethnic Minority Psychology, 27(4), 696–704.
Ramirez, G., Covarrubias, R., Jackson, M., & Son, J. Y. (2021). Making hidden resources visible in a minority serving college context. Cultural Diversity and Ethnic Minority Psychology, 27(2), 256–268.
-2020-
Covarrubias, R., Landa, I., & Gallimore, R. (2020). Developing a family achievement guilt scale grounded in first-generation college student voices. Personality and Social Psychology Bulletin, 46(11), 1553-1566.
Covarrubias, R., Vazquez, A., Moreno, R., Estrada, J., Valle, I., & Zuniga, K. (2020). Engaging families to foster holistic success of low-income, Latinx first-generation students at a Hispanic-Serving Institution. In G. A. Garcia (Ed.), Hispanic Serving Institutions (HSIs) in Practice: Defining “Servingness” at HSIs. Charlotte, NC: Information Age Publishing.
-2019-
Covarrubias, R., Laiduc, G., & Valle, I. (2019). Growth messages increase help-seeking and performance for women in STEM. Group Processes and Intergroup Relations, 22(3) 434–451.
Covarrubias, R., Valle, I., Laiduc, G., & Azmitia, M. (2019). “You never become fully independent”: Family roles and independence in first-generation college students. Journal of Adolescent Research, 34(4), 381-410.
-2018-
Azmitia, M., Sumabat-Estrada, G., Cheong, Y., & Covarrubias, R. (2018). “Dropping out is not an option”: How educationally resilient first-generation students see the future. In C. R. Cooper & R. Seginer (Eds.), Navigating Pathways in Multicultural Nations: Identities, Future Orientation, Schooling, and Careers. New Directions for Child and Adolescent Development,160, 89-100.
Covarrubias, R., Gallimore, R., & Okagaki, L. (2018). “I know that I should be here”: Lessons learned from the first year performance of borderline university applicants. Journal of College Student Retention: Research, Theory, and Practice, 20(1), 92-115.
Covarrubias, R., Jones, J., & Johnson, R. (2018). Exploring the links between parent-student conversations about college, academic self-concepts, and grades for first-generation college students. Journal of College Student Retention: Research, Theory, and Practice, 0(0), 1-17.
Cvencek, D., Fryberg, S.A., Covarrubias, R., & Meltzoff, A. (2018). Self-concepts, self-esteem, and academic achievement of minority and majority North American elementary school children. Child Development, 89(4), 1099-1109.
Fryberg, S. A., Covarrubias, R., & Burack, J.A. (2018). The ongoing colonization of North American Indigenous people: Using social psychological theories to promote social justice. In P. L. Hammack (Ed.), The Oxford handbook of social psychology and social justice (pp. 113-128). New York: Oxford University Press.
-2017 to 2015-
Romero, A., Moreno, M., O’Leary, A., & Covarrubias, R. (2017). Collective efficacy for community change in response to immigrant stigma stress. Aztlan: A Journal of Chicano Studies, 42(1), 19-44.
Covarrubias, R., Herrmann, S., & Fryberg, S. (2016). Affirming the interdependent self: Implications for Latino student performance. Basic and Applied Social Psychology, 38(1), 47-57.
Leavitt, P., Covarrubias, R., Fryberg, S. & Perez, Y. (2015). “Frozen in time”: The impact of Native American media representations on identity and self-understanding. Journal of Social Issues, 71(1), p. 39-53.
Covarrubias, R., & Fryberg, S. (2015). Movin’ on up (to college): First-generation college students’ experiences with family achievement guilt. Cultural Diversity and Ethnic Minority Psychology, 21(3), 420-429.
Covarrubias, R., & Fryberg, S. (2015). The impact of self-relevant representations on school belonging for underrepresented Native American students. Cultural Diversity and Ethnic Minority Psychology, 21(1),10-18.
Covarrubias, R., & Romero, A, & Trivelli, M. (2015). Family achievement guilt and mental well-being of college students. Journal of Child and Family Studies, 24, 2031-2037.
Covarrubias, R., & Stone, J. (2015). Self-monitoring strategies as a unique predictor of Latino male student achievement. Journal of Latinos and Education, 14(1), 55-70.
-2014 to 2011-
Bean, M., Covarrubias, R., & Stone, J. (2014). How Hispanic patients address ambiguous versus unambiguous bias in the doctor’s office. Journal of Applied Social Psychology, 44(11), 693-707.
Bean, M., Focella, E., Covarrubias, R., Stone, J., Moskowitz, G. & Badger, T. (2014). Documenting nursing and medical students’ stereotypes about Hispanic and American Indian patients. Journal of Health Disparities Research and Practice, 7(4), 14-22.
Fryberg, S., Covarrubias, R., & Burack, J. (2013). Cultural models of education and academic performance for Native American and European American students. School Psychology International, 34, 439-452.
Stephens, N. M., Fryberg, S., Markus, H. R., Johnson, C., & Covarrubias, R. (2012). Unseen disadvantage: How American universities’ focus on independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102(6), 1178-1197.
Fryberg, S., Stephens, N., Covarrubias, R., Markus, H., Carter, E., Laiduc, G., & Salido, A. (2011). How the media frames the immigration debate: The critical role of location and politics. Analyses of Social Issues and Public Policy, 0(0), 1-17.
CAMPUS OUTREACH PUBLICATIONS & RESEARCH BRIEFS
Covarrubias, R. & Quinteros, K. (2023). “UC Santa Cruz Faculty of Color Exposing and Reforming Structures of Whiteness in Leadership. Research brief prepared for the UC Hispanic-Serving Institutions Initiative. Oakland, CA.
Covarrubias, R., & Quinteros, K. (2021). Building Belonging Program Evaluation. Evaluation report prepared for the Building Belonging Program, UC Santa Cruz.
Hernandez, Ruby, Radoff, Sara, Moya, Elizabeth, Mora, Angel, Covarrubias, R. (2021). Cultivating Belonging for Underserved Students: The critical need for campus support programs. CREA Research Brief, UC Santa Cruz.
Garcia Peraza, Paulette D., Valle, Ibette, Covarrubias, R., & Azmitia, Margarita. (2021). Challenges in the Academy: Lessons from the experiences of first-generation graduate students. CREA Research Brief, UC Santa Cruz.
Covarrubias, R. (2021). What we bring with us: Investing in Latinx students means investing in families. CREA One-Page Policy Brief, UC Santa Cruz.
Basch, S., Covarrubias, R., & Wang, S. (2021). Expanding access: Minoritized students' lived experiences with pandemic-era remote learning. CREA Research Brief, UC Santa Cruz.
Valle, I. & Covarrubias, R. (2020, Oct.). Carving new paths: A snapshot of DCP alumni. Infographic report prepared for the DCP Alumni Experiences Project at Downtown College Prep High Schools, San Jose, CA.
Covarrubias, R., & Laiduc, G. (2020, June). UCSC Student Transition Stories. One of three videos prepared for the campus-wide orientation (and UCSC Storytelling Research Project) at the University of California, Santa Cruz. https://www.youtube.com/watch?v=6uvtZZCCyfU&t=401s
Covarrubias, R., Jones, J., & Johnson, R. (2018, May). Parent conversations about college matter for first-generation college students’ academic self-concepts and grades. Campus report prepared for the University of Delaware Center for the Study of Diversity’s Research Briefs on Diversity Discourse, 1(5), 1-10.
Covarrubias, R., Laiduc, G., & Valle, I., (2017, Sept.). Cultural transitions: Insights from a conversation with first-year, first-generation college students. Infographic report prepared for the Cultural Transitions Project at the University of California, Santa Cruz.
Covarrubias, R., Valle, I., & Laiduc, G. (2017, Sept.). First-generation student reflections: Stories & advice for faculty, staff, & families. Student voices compilation prepared for the Cultural Transitions Project at the University of California, Santa Cruz.
Rolon-Dow, R., Covarrubias, R., & Guerron Montero, C. (2016, Feb). Touchstones for understanding inclusion and belonging at UD: A study of Latino/a student experiences. Technical report prepared for the University of Delaware Center for Study of Diversity.
Covarrubias, R., Gallimore, R., & Okagaki, L. (2016, Feb). “I know that I should be here”: Lessons learned from the first year performance of borderline university applicants.Technical report prepared for the University of Delaware Scholars Program.