Covarrubias, R. (accepted). Continuing cultural mismatches: Personal reflections of a Latina first-generation faculty navigating the academy.
-2020 or in press-
Covarrubias, R., De Lima, F., Landa, I., Valle, I., Hernandez-Flores, W. (in press). What is left behind? Dimensions of family achievement guilt for low-income, Latinx and Asian first-generation students. Forthcoming in Cultural Diversity and Ethnic Minority Psychology.
Gerardo, R., Covarrubias, R., Jackson, M., & Son, J. (in press). Making hidden resources visible in a minority serving college context. Forthcoming in Cultural Diversity and Ethnic Minority Psychology.
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, 1-14.
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.
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.
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., Covarrubias, R., & Burack, J. (2017). The ongoing colonization of North American Indigenous people: Using social psychological theories to promote social justice. TheOxford Handbook of Social Psychology and Social Justice, 113, 1-30.
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
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.