Publications and Research

A list of publications that used EPC program participants or staff.


Developing Effective P-20 Partnerships to Benefit Chicano/Latino Students and Families
Carrol Moran, Catherine Cooper, Angelica Lopez, and Barbara Goza
Journal of Hispanic Education. 2009 October 1; 8(4): 340-356

Carrol Moran was the founding Executive Director for the Educational Partnership Center.Catherine Cooper is currently the Faculty Director for the Educational Partnership CenterBarbara Goza was the Director of Research and Evaluation for the Educational Partnership CenterAngelica Lopez was a graduate student in Psychology at UC Santa Cruz


To consider how interdisciplinary P-20 partnerships increase college-going rates among Chicano/
Latino youth, the authors highlight evidence from the Educational Partnership Center (EPC) at the
University of California, Santa Cruz, a P-20 partnership that builds academic achievement and
college and career pathways. Three elements advance EPC effectiveness: collaborative governance
structures sustaining shared vision, mission, and goals; innovating with data-driven decision-making;
and complementary theories aligning goals from childhood through college to careers. Three studies,
guided by these theories, illuminate such effectiveness.

Individual Differences in Preferences for Matched-Ethnic mentors Among High Achieving Ethnically Diverse Adolsecents in STEM
Moin Syed, Barbara Goza, Martin Chemers, and Eileen L. Zurbriggen
Child Development, May/June 2012, Volume 83, Number 3, Pages 896-910

The student participants in this study were from the Educational Partnership Center's COSMOS program, California State Summer School for Mathematics and Science.


This short-term longitudinal study examined (a) adolescents’ contact with mentors who share their background in relation to the importance they place on having such mentors, and (b) the associations of these perceptions with self-efficacy, identity, and commitment to a science career. Participants were 265 ethnically diverse adolescents (M age = 15.82) attending a 4-week science education program. Cluster analyses indicated that at Time 1, underrepresented ethnic minorities were more often in the cluster defined by feelings of importance of having a matched-background mentor but not having much contact. Perceptions of contact increased over time for these students and were associated with increased feelings of identity as a science student. The results suggest the need for attending to individual differences in students’ preferences for matched-background mentors.

Latinos in Science: Trends and Opportunities
Refugio I. Rochin, Stephen F. Mello
Journal of Hispanic Education, Volume 6, Number 4, October 2007, pages 305-355

Refugio Rochin was the Director of Research and Evaluation at the Educational Partnership Center
Stephen F. Mello was the Senior Evaluation Analysts with the Educational Partnership Center


In U.S. coverage of leadership in science and engineering (S&E), Latinos are generally dismissed from consideration. The pipeline metaphor tends to ignore advances made by Latinos in completing doctoral degrees in S&E. New data suggest a better metaphor, the pyramid of higher education, for understanding the progress of Latinos in S&E. Questions addressed include, what fields are pursued? What is the citizenship of Latino doctorates? What are the baccalaureate origins of Latina/o doctorates? What roles do community colleges and Hispanic-serving institutions play in serving Latinas/os?