Publications
Recent Publications
These papers are intended for individual educational use.
Cooper, C. R. (2011). Bridging multiple worlds: Cultures, identities, and pathways to college. New York: Oxford University Press.
Cooper, C. R., Rocha-Ruiz, M., & Herzon, C. (2020). Using integrated logic models in research, practice, and evaluation to build equity in students’ pathways and systemic change. Equity and Excellence in Education, 53(1-2), 105-120.
Yamauchi, L. A., & Cooper, C. R. (Eds.) (2020). Bridging multiple worlds of immigrant, Indigenous, and low-income students: An introduction. Symposium Issue, Equity and Excellence in Education, 53(1-2).
Cooper, C. R., Rocha-Ruiz, M., & Herzon, C. (2020). Using integrated logic models in research, practice, and evaluation to build equity in students’ pathways and systemic change. Equity and Excellence in Education, 53(1-2), 105-120.
Yamauchi, L. A., & Cooper, C. R. (Eds.) (2020). Bridging multiple worlds of immigrant, Indigenous, and low-income students: An introduction. Symposium Issue, Equity and Excellence in Education, 53(1-2).
Cooper, C. R., Reguerín, P. G., Herzon, C., Sánchez Ordaz, A., Gonzalez, E., & Rocha-Ruiz, M. (2020). Unifying equity practice, research, and policies at a Hispanic-Serving Research Institution for systemic servingness. In G. A. Garcia (Ed.), Hispanic-Serving Institutions (HSIs) in Practice: Defining “Servingness” at HSIs. (pp. 175-193). Information Age Publishing.
Reguerín, P. G., Poblete, J., Cooper, C. R., Sánchez Ordaz, A., & Moreno, R. (2020). Becoming aracially just Hispanic Serving Institution (HSI): A case study of The University of California, Santa Cruz. In G. A. Garcia (Ed.), Hispanic-Serving Institutions (HSIs) in Practice: Defining “Servingness” at HSIs. (pp. 41-59). Information Age Publishing.
Bhattacharya, N., Sánchez Ordaz, A., Mosqueda, E., & Cooper, C. R. (2020). Redesigning the gateway college Algebra course with inclusive and asset-based pedagogy: Rethinking “servingness” at a Hispanic-Serving Institution. In G. A. Garcia (Ed.), Hispanic-Serving Institutions (HSIs) in Practice: Defining “Servingness” at HSIs. (pp. 97-116). Information Age Publishing.
Cooper, C. R., & Seginer, R. (2018). Introduction: Navigating pathways in multicultural nations: Identities, future orientation, schooling, and careers. 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, 7-13.
Cooper, C. R., Dominguez, E., Cooper, R. G., Jr., Higgins, A., & Lipka, A. (2018). Capital, alienation, and challenge: How U.S. Mexican immigrant students build pathways to college and career identities. 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, 75-88.
Verma, S., & Cooper, C. R. (2017). Optimizing development following disasters and traumatic experiences among children, adolescents, and adults: Useful frameworks and promisingresearch directions. International Society for the Study of Behavioral Development Bulletin, 41, 3-6.
Chavira, G., Cooper, C. R., & Vasquez-Salgado, Y. (2016). Pathways to achievement: Career and educational aspirations and expectations of Latina/o immigrant parents and early adolescents, Journal of Latinos and Education, 15, 214-228.
Cooper, C. R., Gonzalez, E., & Wilson, A. (2015). Identities, cultures, and schooling: How students navigate racial-ethnic, indigenous, immigrant, social class, and gender identities on their pathways through school. In K. McLean & M. Syed (Eds.), The Oxford handbook of identity development. (pp. 299-318.) New York: Oxford University Press.
Cooper, C. R. (2014). Cultural brokers: How immigrant youth in multicultural societies navigate and negotiate their pathways to college identities. In U. Quasthoff & V. Heller (Eds.) Learning in Context: Linguistic, Social and Cultural Explanations of Inequality. Special Issue of Learning, Culture and Social Interaction, 3, 170-176.
Cooper, C. R., Cooper, R. G., Trinh, N. T., Wilson, A., & Gonzalez, E. (2013). Bridging multiple worlds: Helping immigrant youth from Africa, Asia, and Latin America on their pathways to college identities. In E. Grigorenko (Ed.), Handbook of U.S. immigration and education. (pp. 301-322). New York: Springer.
Cooper, C. R., & Burciaga, R. (2011). Pathways to college, to the professoriate, and to a green card: Linking research, policy, and practice on immigrant Latino Youth. In T. N. Maloney & K. Korinek (Eds.), Migration in the 21st century: Rights, outcomes, and policy. (pp. 177-191). London: Routledge Kegan Paul.
Syed, M., Azmita, M., & Cooper, C. R. (2011). Identity and academic success among under-represented ethnic minorities: An interdisciplinary review and integration. Journal of Social Issues, 67, 442-468.
Azmitia, M., Cooper, C. R., & Brown, J. (2009). Support and guidance from families, friends, and teachers in Latino early adolescents' math pathways. Journal of Early Adolescence, 29, 142-169.
Cooper, C. R., Behrens, R., & Trinh, N. (2009). Identity. In R. A. Shweder (Ed.), The Chicago companion to the child. (pp. 474-477). Chicago: University of Chicago Press.
Moran, C., Cooper, C. R., López, A., & Goza, B. (2009). Developing effective P-20 partnerships to benefit Chicano/Latino students and families. Journal of Hispanic Higher Education, 8, 340-356.
