Writing

2025 or in press 

Arcos, K. & Covarrubias, R., & Storm, B. (2025). Examining the potential benefits of affirming values on memory for educational information. Forthcoming in Behavioral Sciences. 

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.

Laiduc, G., Valle-Lujan, I., & Covarrubias, R. (2025).  Straight from the source: First-generation students’ advice for improving institutional support. In S. N. Cervantes, R. Dutta, J.L. Mize, N. Moinolmolki, & A. I. Ramos Nuñez, (Eds.). Helping first-generation students succeed: Psychologically-backed strategies for campus and classroom. American Psychological Association. Forthcoming. 

Ramirez, G., Remache, L., Laiduc, G., Jackson, M., Covarrubias, R., & Son, J. (2025). Tailored interventions approach: Unmasking the hidden curriculum at scale in minority-serving institutions. In S. N. Cervantes, R. Dutta, J.L. Mize, N. Moinolmolki, & A. I. Ramos Nuñez, (Eds.). Helping first-generation students succeed: Psychologically-backed strategies for campus and classroom. American Psychological Association. Forthcoming. 

Covarrubias, R., & Valle, I. (2025). Reflections on intersectionality and first-generation students. In S.A. Aikiokhai, M. Daily, and L. Garrigues, (Eds.), How first-generation students navigate higher education through an embrace of their multiple identities. New York: Routledge. https://doi.org/10.4324/9781003587873

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

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

            **Selected as a 2024 Editor’s Choice publication by the editor of APA Journal of Qualitative Psychology

Covarrubias, R. (2024). On being accepted: Interrogating how university cultural scripts shape personal and political facets of belonging. Educational Psychology Review, 36(136), 1-26. https://doi.org/10.1007/s10648-024-09970-2

Covarrubias, R. (2024). Institutionalizing a culture of inclusion to upend structural invisibility. [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), e2409561121. https://doi.org/10.1073/pnas.2409561121

Covarrubias, R., & Laiduc, G. 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

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 

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

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, https://doi.org/10.1111/spc3.12858.

 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., Covarrubias, R., Ramirez, G., Jackson, M., & Son, J. (2023). The impact of a tailored psychologically-wise intervention on academic outcomes during COVID-19. Understanding Interventions, 14(1), 1-21. https://www.understandinginterventionsjournal.org/article/87467-the-impact-of-a-tailored-psychologically-wise-intervention-on-academic-outcomes-during-covid-19

Covarrubias., R., & Valle., I. (2023). In the in-between: Low-income Latinx students sensemaking of paradoxes of independence and interdependence. Personality and Social Psychology Bulletin, 0(0).https://doi.org/10.1177/01461672231180148

 Valle, I., Quinteros, K., & Covarrubias, R. (2023). Security as servingness: Examining links between food insecurity and performance at a Hispanic-serving Institution. Advance online publication. https://doi.org/10.1037/dhe0000492

 Quinteros, K., & Covarrubias, R. (2023). Reimagining leadership through the everyday resistance of faculty of color. Journal of Diversity in Higher Education. Advance online publication.  https://doi.org/10.1037/dhe0000471

 Covarrubias, R. (2023). Rebirthing my girlhood space: What bell hooks taught me about writing and love [Special issue]. Women, Gender, and Families of Color. https://womengenderandfamilies.ku.edu/online-essays-honoring-bell-hookss-legacy/1201/

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, https://doi.org/10.1080/15210960.2022.2127394 

Covarrubias, R. (2022). Continuing cultural mismatches: Personal reflections of a Latina first-generation faculty navigating the academy. In T. L. Buenavista, D. Jain, M. C. Ledesma* (Eds.) First-generation faculty of color: Reflections on research, teaching, and service. Rutgers University Press.

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. https://doi.org/10.1037/stl0000330

Hernandez, R., Covarrubias, R., Radoff, S., Moya, E., & Mora, A. (2022). An anti-deficit investigation of resilience among university students with adverse experiences. Journal of College Student Retention: Research, Theory & Practice, 1-24, https://doi.org/10.1177/15210251221109950

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. https://doi.org/10.1037/tps0000309

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. https://journals.sfu.ca/cvj/index.php/cvj/issue/view/27/77

Covarrubias, R., Laiduc, G., & Valle, I. (2022). What institutions can learn from the navigational capital of minoritized students. Journal of First-generation Student Success, 2(1), 36-53. https://doi.org/10.1080/26906015.2022.2065109

Covarrubias, R., & Laiduc, G. (2022). Complicating college transition stories: Strengths and challenges of approaches to diversity in wise story interventions. Perspectives on Psychological Science, 17(3), 732-751. https://doi.org/10.1177/17456916211006068

2021

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. https://doi.org/10.1080/26906015.2021.1983402

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, https://doi.org/10.1080/00131946.2021.1969936 

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. https://doi.org/10.1177/2372732220983855

Norouzi, N., Robinson, C., Covarrubias, R., Hernandez, R., Weldegabriel, D., Benner, G., ... & Espericueta, R. (2021). Baskin Engineering Excellence Scholars Bridge Program: Planning, implementation, and evaluation. IEEE Frontiers in Education Conference (FIE), Lincoln, NE. (pp. 1-8). https://doi.org/10.1109/FIE49875.2021.9637267.

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. https://doi.org/10.1037/cdp0000418.

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. https://doi.org/10.1037/cdp0000423

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. https://doi.org/10.1177/0146167220908382

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.

For articles prior to 2019, please visit Google Scholar