PUBLICATIONS

PEER-REVIEWED PUBLICATIONS

-in prep-

Covarrubias, R. On being accepted: Building institutional pathways that attend to the personal and political matters of belonging. Manuscript in preparation. 

Covarrubias, R., & Laiduc, G. Paradoxes, uncertainty, pain, and hope: Motivations for making sense of challenge. Manuscript in preparation. 

Covarrubias, R., & Quinteros, K. Transforming structures of whiteness: The joys and pains of reimagining university leadership. Manuscript in preparation. 

Covarrubias, R., & Valle, I. Our first-generation research journey: Reflexivity on engagement with intersectionality. Manuscript in preparation. 

Valle, I. & Covarrubias, R. A critical race, interdisciplinary approach to examining socioeconomic disparities in higher education. Manuscript in preparation. 

-under review-

Covarrubias, R., Valle, I. & Laiduc, G. Activating the capital of low-income, first-generation students of color through counter space processes. Manuscript submitted for publication. 

Covarrubias, R. & Quinteros, K. Calling out whiteness: Faculty of color redefining university leadership. Manuscript submitted for publication. 

Laiduc, G., Slattery, I., & Covarrubias, R. Disrupting neoliberal diversity discourse with critical race college transition stories. Manuscript submitted for publication. 

Quinteros, K. & Covarrubias, R. Activating the resistant capital of minoritized undergraduates: An intersectional and interdisciplinary perspective. Manuscript submitted for publication. 

-2023 or in press-

-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-

-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-

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.

-2016-

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.

-2015-

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

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.