Associate Professor of Child and Adolescent Development and Chicana/o Studies
I am an Associate Professor with a joint appointment in the Departments of Child and Adolescent Development and Chicana/o Studies. My research is on the academic and psychological resilience of Mexican American youth. I was granted a sabbatical in Spring 2014 and have expanded my work to examine the role of the arts in facilitating socio-emotional well-being. My current interests have also expanded to include concepts in the field of Positive Psychology such as gratitude, faith, and forgiveness.
I am fortunate to be part of a community of scholars at California State Northridge who value interdisciplinary research, active learning, and student empowerment. My research inquiry informs and is informed by my students in courses such as: Applied Social Development (CADV 352), The Chicano/a Child (CHS 430); Culture, Race, and Gender in Human Development (CADV 460). I strive to instill critical thinking skills in my students and have a passion to support the psychosocial needs of youth and their families. My students inspire me to examine how children's toys, books, and other educational resources can enhance motivation, foster bicultural competence, and facilitate positive relationships.
Gonzalez, R., & Padilla, A.M. (2016). Positive Psychology Assessment among Latinos. In E.C. Chang, C.A. Downey, J.K. Hirsch, & N.J. Lin (Eds.), Positive Psychology in Racial and Ethnic Groups: Theory, Research, & Practice (pp. 151-170). Washington, DC: American Psychological Association.
Gonzalez, R. (2009). Beyond affirmation: How the school context facilitates racial/ethnic
identity among Mexican American adolescents. Hispanic Journal of Behavioral Sciences, 31(1), 5-31.
Gonzalez, R. & Montano, T. (2008). Critical analysis of Chicana/o children's literature: Moving from cultural differences to sociopolitical realities, Journal of Praxis in Multicultural Education, 3(1).
Gonzalez, R. & Ayala-Alcantar, C. (2008). Critical caring: Dispelling Latino stereotypes among pre-service teachers. Journal of Latinos and Education, 7(2), 129-143.
Padilla, A.M., & Gonzalez, R. (2001). Academic performance of immigrant and U.S. Born Mexican origin students: Effects of schooling in Mexico and bilingual/English Language instruction. American Educational Research Journal, 38(3), 727-742.