Abstract
A friend of mine once wrote that we are not the sole authors of our stories. I know very well that I am not the sole author of my own transformations. My internal imperative for social justice, my commitment to expand my worldviews, especially into indigenous knowledge, world view and decolonization, and my path to do that work within school psychology were strongly influenced by three key and transformative individuals in my life. Many others followed, as I learned to open myself to the opportunities that presented themselves that would take me far beyond what I had known as a young woman. Always compelled by a belief that learning should be transformative, I began that path in college during my student teaching, going way outside the bounds of the norm. Going outside the bounds of the norm soon became my new norm. I have felt compelled to create new ways of delivering services, capitalizing on collaboration and commitment. Systemic impact has always been key. Three areas defined my specializations: (a) culturally responsive dynamic assessment and mediated learning, (b) Native American issues in education; and (c) comprehensive school psychology for dual language learners. My success as a grant writer supported and enhanced many of those efforts; my mentoring of dozens of other grant writers, as well as younger faculty and graduate students greatly enhanced my own satisfaction. My role as mother and now as grandmother complete the circle.
Virtually all of my major influences, mentors, and colleagues mentioned hold the Ph.D. (Dr. Larry Emerson, Dr. Valerie Cook-Morales, Dr. Erica Sherover, Dr. Dale Townsend, Dr. Reuven Feuerstein, Dr. Mogens Jensen, Dr. Jean Ramage, Dr. Dan Reschly, Dr. Carol Lidz, Dr. Joe Elliot, Dr. Toshinori Ishikuma, Dr. Paul Bruce, Dr. Em Cummins, Dr. Maria Senour, Dr. Sharon Grant-Henry, Dr. Paul Dauphinais, Dr. Alberto Ochoa, Dr. Sharon Grant-Henry). Joaquin Aganza holds the M.S. and Ed.S. My son Felipe holds two master’s degrees and his wife, Jovianne, one. My son Freddie and his wife both hold bachelor’s degrees; his is cum laude with honors. I have chosen to refer to everyone by their first names, as we have done in our relationships.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Publications
Scholarly Publications: Books and Book Chapters
Robinson-Zañartu, C. (2020). A response to a short history of colonization and decolonization and why it matters. In G. Monk, J. Winslade, & S. Sinclair (Eds.), Intercultural Counseling: Bridging the us and them divide (pp. 78–80). San Diego: Cognella, Inc. Academic Publishing.
Robinson-Zañartu, C., & Aganza, J. S. (2019). Culturally responsive mediated learning in 21st Century schools. In B. L. Chua & I. Wong Yuen Fun (Eds.), Advances in mediated learning experience for the 21st century: Competencies, contexts and culture (pp. 1–22). Singapore: Cengage Learning Asia Pte Ltd..
Robinson-Zañartu, C., Doerr, P., & Portman, J. (2015). Teaching 21 thinking skills for the 21st century: The MiCOSA model. Boston/Hong Kong: Pearson/Allyn Bacon.
Robinson-Zañartu, C., & Carlson, J. (2013). Dynamic assessment. In K. F. Geisinger (Ed.), APA handbook of testing and assessment in psychology (pp. 149–167). Washington, D.C.: American Psychological Association.
Robinson-Zañartu, C. (2012). Dynamic assessment: An intervention-based approach. In S. Jackson, G. Brown, & R. Laro-Alecio (Eds.), Handbook of educational theories (pp. 787–793). Charlotte, NC: Information Age Publishing, Inc.
Green, T. D., Cook-Morales, V. J., Robinson-Zañartu, C. A., & Ingraham, C. L. (2009). Pathways on a journey to getting it: Multicultural competence training and continuing professional development. In J. Jones (Ed.), The psychology of multiculturalism in schools: A primer for practice, training, and research (pp. 83–113). Bethesda, MD: National Association of School Psychologists.
Robinson-Zañartu, C., & Aganza, J. (2000). Dynamic assessment and sociocultural context: Assessing the whole child. In C. S. Lidz & J. G. Elliott (Eds.), Dynamic assessment: Prevailing models and applications (pp. 433–488). Oxford: JAI/Ablex.
Reschly, D. J., & Robinson-Zañartu, C. (2000). Aptitude tests in educational classification and placement. In G. Goldstein & M. Hersen (Eds.), Handbook of psychological assessment (3rd ed., pp. 183–201). Hong Kong: Allyn and Bacon.
Robinson-Zañartu, C., & Reschly, D. (1997). Evaluación de las aptitudes (Evaluation of Aptitudes). In G. Buela-Casal (Ed.), Manual de Evaluación Psicológica (Handbook of Psychological Evaluation). Madrid, España: Siglo XXI de España.
Scholarly Publications: Professional Journal Articles
2019
Robinson-Zañartu, C., Draper-Rodríguez, C., & Olvera, P. (2019a). White paper: The provision of school psychological services to dual language learners. Contemporary School Psychology, 23, 3–9. https://doi.org/10.1007/s40688-018-00222-z
Robinson-Zañartu, C., Draper-Rodríguez, C., & Olvera, P. (2019b). School psychologists and the opportunities and challenges of serving dual language and English learners: An introduction to the special issue. Contemporary School Psychology, 23, 1–2. https://doi.org/10.1007/s40688-018-00222-z
2018
Dauphinais, P., Robinson-Zañartu, C., Charley, E., Melroe, O., & Baas, S. (2018, October). Using the indigenous conceptual framework in assessment: A native American perspective–part II. NASP Communiqúe, 48, 27–29.
Dauphinais, P., Robinson-Zañartu, C., Charley, E., Melroe, O., & Baas, S. (2018, September). Using the indigenous conceptual framework in assessment: A native American perspective–part I. NASP Communiqúe, 47(1), 24–25.
2017
Robinson-Zañartu, C., Mendoza, N., Wager, J. D., & Mesa, D. (2017). Response to mediated intervention (RTMI): Dynamic assessment in sociocultural context. Educational and Child Psychology, 34(1), 39–54.
2015
Charley, E., Robinson-Zañartu, C., Melroe, O., Dauphinais, P., & Baas, S. (2015). Using the NASP framework for effective practice with Indigenous youth, families, and communities. NASP Communiqué, 44(4), 1–20.
2014
Aganza, J. S., Gonzalez, L., Godinez, A., Smith, D., & Robinson-Zañartu, C. (2014). Using cultural assets to enhance assessment of latino students. Contemporary School Psychology. https://doi.org/10.1007/s40688-014-0041-7
2012
Robinson-Zañartu, C. (2012, May). Remembering Valerie J. Cook-Morales. NASP Communiqué. National Association of School Psychologists. Reprinted Spring 2012. CASP Today, 62(2), 10.
2011
Robinson-Zañartu, C., Butler-Byrd, N., Cook-Morales, V. J., Dauphinais, P., Charley, E., & Bonner, M. (2011). School psychologists working with native American youth: Training, competence, and needs. Contemporary School Psychology, 15, 103–116. https://doi.org/10.1007/BF03340967
2009
Dauphinais, P., Charley, E., Robinson-Zañartu, C., Melroe, O., & Baas, S. (2009). Home-school-community communication with native American/Indigenous families. NASP Communiqué, 37(5), 19–26.
Mays, V. M., Gallardo, M., Shorter-Gooden, K., Robinson-Zañartu, C., Smith, M., McClure, F., et al. (2009). Expanding the circle: Decreasing American Indian mental health disparities though culturally competent teaching about American Indian mental health. American Indian Culture and Research Journal, 33.
Robinson-Zanartu, C. (2009, April). Identity and Indigeneity: What school psychologists need to know about California’s diverse Indigenous youth. SANDCASP: Newsletter of the San Diego County Association of School Psychologists, 1(2), 5–7.
Robinson-Zañartu, C., & Ikeda, M. (2009). Preparation for changing roles: Discussion of the new environment and processes from the perspective of American school psychology. Annual Report of Japanese Journal of School Psychology, 17–24.
2008
Robinson-Zañartu, C. (2008). Innovation and effective response to national standards: Developing school psychology programs of excellence. The Annual Report of Educational Psychology in Japan, 47, 9–13.
2007
Green, T. D., Bishoff, L., Coleman, C. L., Sperry, L., & Robinson-Zañartu, C. (2007). The whole truth and nothing but the truth: African Americans and research participation. Journal of Black Studies, 5, 655–676.
Robinson-Zañartu, C. (2007). A response to a short history of colonization and decolonization. In G. Monk, J. Winslade, & S. Sinclair (Eds.), New horizons in multicultural counseling (pp. 78–80). Thousand Oaks, CA: Sage.
2006
Cook-Morales, V. J., Robinson-Zañartu, C. A., & Duren Green, T. (2006). When part of the problem becomes part of the solution: Moving from evaluation to assessment. SpecialEDge, 20(3–4), 14. Note: This article also featured on the National Association of School Psychologists’ (NASP) Culturally Competent Practice Website http://www.nasponline.org/resources/culturalcompetence/website.aspx
2005
Robinson-Zañartu, C., Peña, E., Cook-Morales, V., Peña, A., Afshani, R., & Nguyen, L. (2005). Academic crime and punishment: Faculty members’ perceptions of and responses to plagiarism. School Psychology Quarterly, 20, 318–337.
Green, T., McIntosh, A., Cook-Morales, V. J., & Robinson-Zañartu, C. (2005). From old schools to tomorrow’s schools: Psychoeducational assessment of African American students. Remedial and Special Education, 26(2), 82–92.
2004
Robinson-Zañartu, C. (2004). Discussing visible and invisible differences in social context. A review of J. D. Robinson & L. C. James (Eds.), Diversity in human interactions: The tapestry of America. The School Psychologist, 58(2), 69–72.
2003
Robinson-Zañartu, C. (2003a). Multicultural practice in search of a theory: A review of S. Murphy-Shigematsu’s, Multicultural Encounters: Case narratives from a Counseling Practice. The School Psychologist, 57(4), 160–162.
Robinson-Zañartu, C. (2003b). Making the case for diversity in higher education. [Review of Diversity Challenged: Evidence on the Impact of Affirmative Action.]. The School Psychologist, 57, 102–104.
Robinson-Zañartu, C. (2003, Winter). Remembering Lois Campbell: Woman of Wisdom. Oasis, XIII, 2–3.
2000
Robinson-Zañartu, C., & Campbell, L. (2000). Developing Scientific Minds: The use of mediated thinking and learning to facilitate enhanced student outcomes. The California School Psychologist, 5, 33–42.
1999
Portman, J., & Robinson-Zañartu, C. (1999, Winter). Developing thinking skills: Orientation to time. Oasis, 9(1), 5.
1998
Robinson-Zañartu, C. (1998). SDSU and San Marcos School District extend collaboration. The Oasis, 8, 2.
Gutierrez-Clellan, V., Brown, S., Conboy, B., & Robinson-Zañartu, C. (1998). Modifiability: A dynamic approach to assessing immediate language change. Journal of Children’s Communication Development, 19(2), 31–43.
1996
Robinson-Zañartu, C. (1996a). Serving Native American children and families: Considering cultural variables. Language, Speech, and Hearing Services in Schools, 27(4), 373–384.
Robinson-Zañartu, C. (1996b). Review of M. Fullan’s Change Forces. International Journal of Educational Reform, 5(4), 521–525.
Robinson-Zañartu, C., & Majel-Dixon, J. (1996). Parent voices: American Indian relationships with schools. Journal of American Indian Education, 36(1), 33–54.
1995
Cook-Morales, V. J., & Robinson-Zañartu, C. A. (1995, Winter). Beyond affirmative action: Equitable admissions for student diversity. The School Psychologist, 50(1), 8.
Cook-Morales, V.J., & Robinson-Zañartu, C.A. (1995, July). Model strategy: Systemic change toward educational equity in professional psychology programs. Communiqué, (pp. 9–13). Washington, D.C.: Office of Ethnic Minority Affairs, Public interest directorate, American Psychological Association. Reprinted in: Office of Ethnic Minority Affairs (2000). Model strategies for ethnic minority recruitment, retention, and training in higher education. Washington, D.C.: American Psychological Association, Public Interest Directorate.
1994
Robinson-Zañartu, C. (1994a). The IQ and educational relevance in the ‘90’s: The controversy in school psychology. In D. J. Reschly, J. Sattler, J. Sandoval, & C. Robinson-Zañartu (Eds.), Intelligence testing: Our past or our future. Washington, D.C.: American Psychological Association.
Robinson-Zañartu, C. (1994b). Issues and lessons from chairing a multicultural department. National Issues in Higher Education, 43, 290–298.
1993
Robinson-Zañartu, C. (Fall, 1993). Chairing a multicultural department: Complex responsibility; Multiple rewards. The Department Chair, 4(1).
1992
Robinson-Zañartu, C. (1992, Spring). Social Policy Committee Update on RD&D. The Oasis, 4(2), 1.
1991
Robinson-Zañartu, C. (1991, Winter). Interface task force tackles pressing educational issues in California. The Oasis, 2, 4.
Robinson-Zañartu, C. (1991, Spring). Task force continues as social policy committee. The Oasis, 3(1), 5.
1990
Robinson, C. A., & Cook, V. J. (1990). Alternative assessment: Ecosystems and dynamic. NASP Communiqué, 18(5), 24.
1987
Robinson, C. A. (1987a). The learning potential assessment device (LPAD): Its role in the non-biased assessment of cognitive functioning. (Alternative Assessment Committee Report CASP.). CASP Today, XXXVII(3), 10–16.
Robinson, C. A. (1987b). A rebuttal to frisby: The LPAD back in perspective. CASP Today, XXXVII(2), 3–5.
1986
Robinson, C. A. (1986a). Effects of confluent education on high school students identified as learning disabled. The Exceptional Child, 33(3), 193–197.
Robinson, C. A. (1986b). The case for confluence and LD teens. Academic Therapy, 21(3), 323–329.
1984
Robinson, C. A., & Daleo, C. (1984/1985). Question formulation and cognitive style. Cross-Cultural Psychology Bulletin, 18(1), 6–9.
1982
Ramage, J. C., Rotherham, K. S., & Robinson, C. A. (1982). The psychological rights of children: Sexual identity. Viewpoints in Teaching and Learning, 58(1), 64–75.
Robinson, C. A. (1982). Five classroom management strategies. CASP Today, XIV(1).
Digital Media Productions
Robinson-Zañartu, C., Charley, E., Neztsosi, N., Haswood, T., & Galster, B. (2018). Podcast: Centering Indigenous and Oppressed Voices in School Psychology Teaching and Practice. NASP SP4SJ Series. Nasponline.org. National Association of School Psychologists. http://www.nasponline.org/resources-and-publications/resources/diversity/social-justice/sp4sj-podcast.
Zañartu, F. R., Robinson-Zañartu, C., Doerr, P., & Portman, J. (2015). Video clips to accompany teaching 21 thinking skills for the 21st century [available on Pearson website]. Boston, MA: Pearson Education.
Dauphinais, P., Charley, E., & Robinson-Zañartu, C. (2009). Podcast on Parent Community Relations in Indigenous Communities (on NASP Website).
Monk, G., & Robinson-Zañartu, C. (2000). Mediating successful reputations for children. San Diego State University. San Diego, CA: Information Technology Services.
Robinson-Zañartu, C., & Portman, J. (Producers). (2000). Mediated thinking and learning in the classroom. San Diego, CA: Encore Productions.
Published Monographs and Conference Proceedings
Robinson-Zañartu, C. (2018, November). Building resilience with Native American/Indigenous school psychologists and youth (p. 29). Tokyo, Japan: Proceedings of the 40th Annual Conference of the International School Psychology Association.
Robinson-Zañartu, C. (2015, July). Effects of cognitively enriched academic interventions on reading and math achievement (pp. 37–41). Athens, Greece: Proceedings of the XIV Bi-Annual Conference of the International Association of Cognitive Education and Psychology.
Robinson-Zañartu, C., Howe, F., Alvarado, N., Deschenie, S., Hagos, F., Manus, D., et al. (2008, April). SDSU native scholars collaborate with district for success with high risk students (pp. 166–176). Albuquerque, NM: Proceedings of the 13th Annual Exemplary Institute and Research on Indian Education.
Robinson-Zañartu, C., Alvarado, N., Deschenie, S., Hagos, F., Manus, D., Price, S. J., et al. (2008, April). Empowerment in graduate school: Enhancing graduation rates of native scholars (pp. 178–184). Albuquerque, NM: Proceedings of the 13th Annual Exemplary Institute and Research on Indian Education.
Robinson-Zañartu, C. A., Cook-Morales, V. J., & Ingraham, C. L. (2008, February). A model for equity in education. In D. Shriberg, Training socially just school psychologists: Faculty perspectives and lessons learned. A Panel Presentation at the Trainers of School Psychologists, National Association of School Psychologists, New Orleans, LA. Retrieved from http://trainersofschoolpsychologists.org/conferences.html.
Robinson-Zañartu, C., Butler-Byrd, N., & Charley, E. (2007). Working effectively with native American/Alaska native children, youth and families: Training, competence and needs in U.S. Schools. Proceedings of the Sixth Annual Conference on Race and Culture in Mental Health Delivery. Boston, MA: Boston College.
Robinson-Zañartu, C., Robinson, M., Jones, M., Tiger, D., Bigfoot, B., Manus, D., et al. (2007, April). Systemic interventions for native student success: SDSU’s native scholars project (pp. 164–170). Albuquerque, NM: Proceedings of the Twelfth Annual Exemplary Institute and Research on Indian Education.
Robinson-Zañartu, C., Robinson, M., Akbar, R., Big Foot, B., Emerson, L., Jones, M., et al. (2006, April). The native American scholars and collaborators project. Albuquerque, NM: Proceedings of the Eleventh Annual Exemplary Institute and Research on Indian Education.
Robinson-Zañartu, C., Robinson, M., Charley, E., Franklin, D., Grande, T., Gorospe, J., Honanie, E., Hunt, T., Toadlena, B. (2005, April). Native American scholars and collaborators: An exemplary project supporting native American student success in graduate school. Proceedings of the Tenth Annual Exemplary Institute and Research on Indian Education. Albuquerque, NM.
Jensen, M. R., Robinson-Zañartu, C., & Jensen, M. L. (1992). Dynamic assessment and mediated learning: Assessment and intervention for developing cognitive and knowledge structures: An alternative in the era of reform. Monograph for the advisory committee on the reform of California’s assessment procedures in special education. Sacramento, CA: The California Department of Education.
Robinson, C. A. (1987). The learning potential assessment device: A non-biased assessment of cognitive functioning. An Occasional Paper. San Diego, CA: Policy Studies in Languages and Cross-Cultural Education.
Ramage, J. C., & Robinson, C. A. (1982). Public law 94-142 and related services. In J. Ramage (Ed.), Public Law 94-142: Implications for counseling, special education, School psychology and rehabilitation. San Diego: San Diego State University.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Robinson-Zañartu, C. (2020). Intertwining Journeys and Professional Passions. In: Lidz, C. (eds) Women Leaders in School Psychology. Springer, Cham. https://doi.org/10.1007/978-3-030-43543-1_15
Download citation
DOI: https://doi.org/10.1007/978-3-030-43543-1_15
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-43542-4
Online ISBN: 978-3-030-43543-1
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)