Dr. Correa-Chávez received her B.A. from UCLA in 1999, and her Ph.D. in Developmental Psychology from UC Santa Cruz in 2005. She was subsequently at the Graduate School of Education at UCLA where she was an AERA/IES postdoctoral fellow. She has been at Clark since 2008.
Current Research and Teaching
Dr. Correa-Chávez's research examines learning as a cultural activity tied to people’s participation in community traditions and institutions (like school). The focus is on the different cultural ways children use attention in learning, in social interaction, and in communication. She also examines how patterns of attention are related to family participation in community traditions and institutions across generations. Her work with children from a number of different cultural communities takes place in schools and community organizations both in the United States and Latin America. She teaches courses on Developmental Psychology and specialized courses on issues of culture, development, and learning.
Correa-Chávez, M. & Rogoff, B. (2009). Children’s attention to interactions directed to others: Guatemalan Mayan and European-American patterns. Developmental Psychology, 45(3), 630-641.
Gutiérrez, K. D. & Correa-Chávez, M. (2006). What to do about culture? LLinE: Journal of Life Long Learning in Europe, 11(3), 152-159.
Correa-Chávez, M., Rogoff, B., & Mejía Arauz, R. (2005). Cultural patterns in attending to two events at once. Child Development, 76, 664-678.
Correa-Chávez, M., & Rogoff, B. (2005). Cultural research has transformed our ideas of cognitive development. Newsletter for the International Society for the Study of Behavioral Development, 1 serial 47, 7-10.
Rogoff, B., Correa-Chávez, M., & Navichoc-Cotuc, M. (2005). A cultural/historical view of schooling in human development. In D. Pillemer & S.H. White (Eds.), Developmental psychology and social change. New York, NY: Cambridge University Press.
Rogoff, B., Paradise, R., Mejía Arauz, R., Correa-Chávez, M., & Angelillo, C. (2003). Firsthand learning through intent participation. Annual Review of Psychology, 54, 175-203.