Carol Robinson-Zañartu, Ph.D.
Dr. Carol Robinson-Zañartu is Professor Emerita, Department of Counseling and School Psychology at San Diego State University, where she served as department chair for 16 years and taught multiple classes in school psychology for some 30 years. Her work has been devoted to educational equity, with a strong commitment to and emphasis on culturally responsive work with Native American and Indigenous youth and multiple language learners, especially Spanish speakers. She also specialized in and taught classes in intervention-base dynamic assessment and mediated interventions, focusing on the development of critical thinking skills, their integration with cultural relevance and with Common Core Standards. She has been awarded or served as PI on over $14M in federal grants designed to prepare school psychologists to serve diverse populations. She currently directs the following federally funded projects: (a) PUEDE! A School Psychology-SLP Bilingual Collaboration and (b) SHPA, Mental Health Specialization and Collaboration with School Psychology-School Counseling on behalf of Native and Indigenous youth and communities. She has published over 50 professional articles and book chapters, primarily related to issues of equity, and made over 120 international, national and statewide professional presentations.
As professor emerita, she continues to write, engage in research, offer workshops and presentations, and to direct federal projects (grants) focused on issues of equity to support the professional preparation of school psychologists, speech language pathologists and school counselors. She teaches the seminar on Native American and Indigenous issues in schools. She currently serves as CASP SIG Chair for Dual Language and School Psychology, as a member of the Executive Board for the International Association of Cognitive Education and Psychology, and on the NASP Indigenous American Work Group.
- Robinson-Zañartu, C. (In Press). Serving Native American Children and Families: Considering Cultural Variables. In E. Hines & L. Owen (Eds.). Equity-Based Career Development and Postsecondary Transitions: An American Imperative. Charlotte, NC: Information Age Publishing. Reprinted with permission from Language, Speech, and Hearing Services in Schools, 27(4), 373-384.
- Pruitt-Lord, S., Escobedo, A. G., Paz, J., & Robinson-Zañartu, C. (2021). Enhancing Diversity, Equity, and Inclusion: An Inclusive model of Interprofessional Education. Teaching and Learning in Communication Sciences and Disorders, Vol. 5: Iss. 3, Article 8. . Available at: https://ir.library.illinoisstate.edu/tlcsd/vol5/iss3/8
- Robinson-Zañartu, C., Dauphinais, P., Charley, E., Melroe, O., Baas, S., Neztosie, N., Wamnuga-Win, K., & Churchill, E. (2021, March/April). Sovereignty and Identity: Critical issues in the support of Indigenous youth, families, and communities. NASP Communiqué, 49, pp. 1, 30-31.
- Robinson-Zañartu, C. (2020). A Response to A Short History of Colonization and Decolonization and Why It Matters. In G. Monk, J. Winslade, J., & S. Sinclair. Intercultural Counseling: Bridging the us and them divide (pp. 78-80). Cognella, Inc. Academic Publishing.
- Robinson-Zañartu, C. & Aganza, J. S. (2019). Culturally responsive mediated learning in 21st Century schools (pp. 1-22).In B. L. Chua & I. Wong Yuen Fun. (Ed.) Advances in Mediated Learning Experience for the 21st Century: Competencies, Contexts and Culture. Cengage Learning Asia Pte Ltd.
- Robinson-Zañartu, C., Draper-Rodríguez, C. & Olvera, P. (2019). White Paper: The provision of school psychological services to Dual Language Learners. Contemporary School Psychology, 23, 3-9. DOI: 10.1007/s40688-018-00222-z
- Robinson-Zañartu, C., Draper-Rodríguez, C., & Olvera, P. (2019). 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. DOI: 10.1007/s40688-018-00222-z
- Dauphinais, P., Robinson-Zañartu, C., Charley, E., Melroe, O., & Baas, S. (2018, Oct). 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, Sept.). Using the Indigenous Conceptual Framework in Assessment: A Native American Perspective–Part I. NASP Communiqúe, 47, 1, 24-25.
- Robinson-Zañartu, C., Mendoza, N., Wager, J. D., & Mesa, D. (2017). Response to Mediated Intervention (RTMI): Dynamic Assessment in Sociocultural Context. Educational & Child Psychology, 34(1), 39-54.
- Charley, E., Robinson-Zañartu, C., Melroe, O., Dauphinais, P. & Baas, S. (2015, Dec). Using the NASP framework for effective practice with Indigenous youth, families, and communities. NASP Communiqué, 44(4), 1, 20.
- Robinson-Zañartu, C., Doerr, P., & Portman, J. (2015). Teaching 21 Thinking Skills for the 21st Century: The MiCOSA Model. Pearson/Allyn Bacon.
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