Andrew D Coppens
Biographic Data
| ID | 689153 |
|---|---|
| NAME | Andrew D Coppens |
| GIVEN NAMES | Andrew D |
| FAMILY NAME | Coppens |
| SIGNATURE | COPPENS A D |
| AFFILIATIONS | University of New Hampshire |
| ORCID | 0000-0002-9130-9729 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Using Mobile Devices to Support Outdoor STEM Learning in Rural Contexts
Background : Rural youth face barriers to involvement in effective Science, Technology, Engineering, and Math (STEM) learning experiences, leading to persistent underrepresentation in STEM fields. Purpose : This study examined the feasibility of using mobile devices to engage rural youth in informal STEM learning (ISL) during free-choice, outdoor recreational activities. We assessed outcomes of a 10-month intervention related to STEM interest, id…
Beyond a protagonist bias in narrative identity research
This article advances a methodological shift in narrative identity research by addressing the field’s protagonist bias – the tendency to rely on first-person autobiographical accounts as the primary evidence for identifying cultural master narratives. We integrate Erikson’s psychosocial identity framework, Vygotsky’s ‘tool and result’ methodological insight, and sociolinguistic approaches to narrative to develop a three-stage analytic logic: (1) …
College for All and the Postsecondary Experiences of Rural First-Generation College Students
The aim of this study was to understand the experiences of rural, first-generation college (RFGC) students in relation to dominant culturally normative expectations about postsecondary educational and workforce trajectories. The study adopted patterns of engagement with a master narrative as both a conceptual framework and unit of analysis, examining both biography and cultural ecologies as well as highlighting agency in the lives and choices of …
It's Mealtime! Maternal Structuring of Toddlers' Prosocial Contributions in Kichwa Indigenous and Urban German Families
At 2 years of age, children around the world are eager to help adults. Later, however, children's helping motivations take different developmental paths: Whereas Western children often resist contributing to housework, in many Indigenous Latin American societies older children contribute on their own initiative. To better understand the early origins of these cross-cultural differences, we video-taped and analyzed 2.5-year-olds' ( N = 69) helping…
Master Narratives surrounding Rural Emerging Adult Migration
This study examined the cultural messages informing postsecondary decision-making processes surrounding emerging adult migration from/to a predominately rural state in the northeastern U.S. Utilizing an ecological approach to sampling, this study used 27 interviews and 5 focus groups of stakeholders working in educational, employment, and quality of life sectors. Narrative analysis yielded evidence of a predominant master narrative of migration a…
Youth identity and postsecondary decision making in a rural state
This study examined the normative messages that inform youth postsecondary decision making in a predominantly rural state in the northeastern U.S., focusing on the institutionalization and circulation of identity master narratives. Using a multi-level, ecological approach to sampling, the study interviewed 33 key informants in positions of influence in educational, workforce, and quality of life domains. Narrative analysis yielded evidence of a p…
The decision is in the details
Controversial scientific issues, or socioscientific issues (SSIs), demand the consideration of more than scientific content when constructing decisions. The Justification for Knowing framework (JFK) was developed to categorize the information sources drawn upon when making SSI decisions within the academic domain of natural sciences. These information sources stem from personal sources (JPS), authoritative sources (JAS), or multiple sources (JMS)…
Can We Picture Equity? Critically Examining Cross-Cultural Short-Term Project Collaborations
This paper explores equity challenges common to short-term cross-cultural research partnerships. We focus on a project-based activity in which U.S. undergraduate students and college faculty taught middle-school students in Goa, India how to make podcasts about complex environmental problems. Project team members conducted a collaborative auto-ethnography focused on questions of power, leadership, collaboration, and equity, and examined exit-inte…
Cultural variation in the early development of initiative in children's prosocial helping
Separate lines of research on prosocial development suggest that although toddlers worldwide are eagerly helpful, older children help voluntarily in some communities but in other communities, children become resistant to helping with household work. This study investigated these discrepancies by interviewing 64 Mexican‐heritage and middle‐class European American mothers of 2–3‐year‐olds and 6–7‐year‐olds, all living in the US (20 and 12 at these …
Weaving strands of knowledge. Learning about environmental change in the Bhutan Himalayas
Climate change is a complex phenomenon, so much so that even those with expert knowledge on the scientific data struggle to understand the impacts of climate change on their everyday lives. Contradictions across systems of knowledge make clear that climate change is not just a problem of scientific understanding but is also simultaneously a problem of global coordination as well as a sociopolitical problem of connecting domains of knowledge that …
Noticing Learners’ Strengths Through Cultural Research
Cultural research can help to identify strengths of cultural communities that are often viewed through a deficit model. Strengths-based approaches open researchers, practitioners, and the public to seeing the logic and value of cultural practices that vary from mainstream approaches. Strengths-based approaches include and extend beyond concerns for social equity: They are necessary for scientific characterization of human cognitive and social pro…
A dialectical approach to theoretical integration in developmental–contextual identity research
Future advances in identity research will depend on integration across major theoretical traditions. Developmental-contextualism has established essential criteria to guide this effort, including specifying the context of identity development, its timing over the life course, and its content. This article assesses 4 major traditions of identity research-identity status, eudaimonic identity, sociocultural theory, and narrative identity-in light of…
Children’s Contributions in Family Work
Children’s Contributions in Family Work
Children's Initiative in Contributions to Family Work in Indigenous-Heritage and Cosmopolitan Communities in Mexico
This article addresses cultural differences in children's initiative in helping in their home. Many 6- to 8-year-old children from an Indigenous-heritage community in Guadalajara, Mexico, were reported to engage, on their own initiative, in complex work for the benefit of the whole family (such as tending younger siblings, cooking, or running errands). In contrast, few children from a cosmopolitan community in Guadalajara, in which families had e…
Children's Initiative in Family Household Work in Mexico
Children's views on their household work as mutual contribution within the family may encourage their initiative in pitching in. We asked 9- and 10-year-old children from a Mexican city how they viewed child participation in family household work. Almost all of the 16 children reported that children want to contribute to family household work, which they regarded as the shared responsibility of everyone in the family. However, the 8 children who …
Learning by Observing and Pitching In
To conclude this special issue of Human Development on Learning by Observing and Pitching In to family and community endeavors (LOPI), we argue that everyone can benefit from learning to do things in more than one way, expanding our repertoires of practice. We examine potential developmental benefits for children's collaborative initiative, alertness, and skills in perspective-taking, self-regulation, and planning, in addition to acquiring partic…
A dialectical approach to theoretical integration in developmental–contextual identity research
Future advances in identity research will depend on integration across major theoretical traditions. Developmental-contextualism has established essential criteria to guide this effort, including specifying the context of identity development, its timing over the life course, and its content. This article assesses 4 major traditions of identity research-identity status, eudaimonic identity, sociocultural theory, and narrative identity-in light of…
Cultural variation in the early development of initiative in children's prosocial helping
Separate lines of research on prosocial development suggest that although toddlers worldwide are eagerly helpful, older children help voluntarily in some communities but in other communities, children become resistant to helping with household work. This study investigated these discrepancies by interviewing 64 Mexican‐heritage and middle‐class European American mothers of 2–3‐year‐olds and 6–7‐year‐olds, all living in the US (20 and 12 at these …
It's Mealtime! Maternal Structuring of Toddlers' Prosocial Contributions in Kichwa Indigenous and Urban German Families
At 2 years of age, children around the world are eager to help adults. Later, however, children's helping motivations take different developmental paths: Whereas Western children often resist contributing to housework, in many Indigenous Latin American societies older children contribute on their own initiative. To better understand the early origins of these cross-cultural differences, we video-taped and analyzed 2.5-year-olds' ( N = 69) helping…
Children's Initiative in Contributions to Family Work in Indigenous-Heritage and Cosmopolitan Communities in Mexico
This article addresses cultural differences in children's initiative in helping in their home. Many 6- to 8-year-old children from an Indigenous-heritage community in Guadalajara, Mexico, were reported to engage, on their own initiative, in complex work for the benefit of the whole family (such as tending younger siblings, cooking, or running errands). In contrast, few children from a cosmopolitan community in Guadalajara, in which families had e…
Children's Initiative in Family Household Work in Mexico
Children's views on their household work as mutual contribution within the family may encourage their initiative in pitching in. We asked 9- and 10-year-old children from a Mexican city how they viewed child participation in family household work. Almost all of the 16 children reported that children want to contribute to family household work, which they regarded as the shared responsibility of everyone in the family. However, the 8 children who …
Learning by Observing and Pitching In
To conclude this special issue of Human Development on Learning by Observing and Pitching In to family and community endeavors (LOPI), we argue that everyone can benefit from learning to do things in more than one way, expanding our repertoires of practice. We examine potential developmental benefits for children's collaborative initiative, alertness, and skills in perspective-taking, self-regulation, and planning, in addition to acquiring partic…
Children’s Contributions in Family Work
Children’s Contributions in Family Work
Noticing Learners’ Strengths Through Cultural Research
Cultural research can help to identify strengths of cultural communities that are often viewed through a deficit model. Strengths-based approaches open researchers, practitioners, and the public to seeing the logic and value of cultural practices that vary from mainstream approaches. Strengths-based approaches include and extend beyond concerns for social equity: They are necessary for scientific characterization of human cognitive and social pro…
A dialectical approach to theoretical integration in developmental–contextual identity research
Future advances in identity research will depend on integration across major theoretical traditions. Developmental-contextualism has established essential criteria to guide this effort, including specifying the context of identity development, its timing over the life course, and its content. This article assesses 4 major traditions of identity research-identity status, eudaimonic identity, sociocultural theory, and narrative identity-in light of…
Cultural variation in the early development of initiative in children's prosocial helping
Separate lines of research on prosocial development suggest that although toddlers worldwide are eagerly helpful, older children help voluntarily in some communities but in other communities, children become resistant to helping with household work. This study investigated these discrepancies by interviewing 64 Mexican‐heritage and middle‐class European American mothers of 2–3‐year‐olds and 6–7‐year‐olds, all living in the US (20 and 12 at these …
Weaving strands of knowledge. Learning about environmental change in the Bhutan Himalayas
Climate change is a complex phenomenon, so much so that even those with expert knowledge on the scientific data struggle to understand the impacts of climate change on their everyday lives. Contradictions across systems of knowledge make clear that climate change is not just a problem of scientific understanding but is also simultaneously a problem of global coordination as well as a sociopolitical problem of connecting domains of knowledge that …
Can We Picture Equity? Critically Examining Cross-Cultural Short-Term Project Collaborations
This paper explores equity challenges common to short-term cross-cultural research partnerships. We focus on a project-based activity in which U.S. undergraduate students and college faculty taught middle-school students in Goa, India how to make podcasts about complex environmental problems. Project team members conducted a collaborative auto-ethnography focused on questions of power, leadership, collaboration, and equity, and examined exit-inte…
Youth identity and postsecondary decision making in a rural state
This study examined the normative messages that inform youth postsecondary decision making in a predominantly rural state in the northeastern U.S., focusing on the institutionalization and circulation of identity master narratives. Using a multi-level, ecological approach to sampling, the study interviewed 33 key informants in positions of influence in educational, workforce, and quality of life domains. Narrative analysis yielded evidence of a p…
The decision is in the details
Controversial scientific issues, or socioscientific issues (SSIs), demand the consideration of more than scientific content when constructing decisions. The Justification for Knowing framework (JFK) was developed to categorize the information sources drawn upon when making SSI decisions within the academic domain of natural sciences. These information sources stem from personal sources (JPS), authoritative sources (JAS), or multiple sources (JMS)…
Master Narratives surrounding Rural Emerging Adult Migration
This study examined the cultural messages informing postsecondary decision-making processes surrounding emerging adult migration from/to a predominately rural state in the northeastern U.S. Utilizing an ecological approach to sampling, this study used 27 interviews and 5 focus groups of stakeholders working in educational, employment, and quality of life sectors. Narrative analysis yielded evidence of a predominant master narrative of migration a…
College for All and the Postsecondary Experiences of Rural First-Generation College Students
The aim of this study was to understand the experiences of rural, first-generation college (RFGC) students in relation to dominant culturally normative expectations about postsecondary educational and workforce trajectories. The study adopted patterns of engagement with a master narrative as both a conceptual framework and unit of analysis, examining both biography and cultural ecologies as well as highlighting agency in the lives and choices of …
It's Mealtime! Maternal Structuring of Toddlers' Prosocial Contributions in Kichwa Indigenous and Urban German Families
At 2 years of age, children around the world are eager to help adults. Later, however, children's helping motivations take different developmental paths: Whereas Western children often resist contributing to housework, in many Indigenous Latin American societies older children contribute on their own initiative. To better understand the early origins of these cross-cultural differences, we video-taped and analyzed 2.5-year-olds' ( N = 69) helping…
Using Mobile Devices to Support Outdoor STEM Learning in Rural Contexts
Background : Rural youth face barriers to involvement in effective Science, Technology, Engineering, and Math (STEM) learning experiences, leading to persistent underrepresentation in STEM fields. Purpose : This study examined the feasibility of using mobile devices to engage rural youth in informal STEM learning (ISL) during free-choice, outdoor recreational activities. We assessed outcomes of a 10-month intervention related to STEM interest, id…
Beyond a protagonist bias in narrative identity research
This article advances a methodological shift in narrative identity research by addressing the field’s protagonist bias – the tendency to rely on first-person autobiographical accounts as the primary evidence for identifying cultural master narratives. We integrate Erikson’s psychosocial identity framework, Vygotsky’s ‘tool and result’ methodological insight, and sociolinguistic approaches to narrative to develop a three-stage analytic logic: (1) …
Psychology (12 works) · Sociology (12 works) · Political science (10 works) · Early Childhood Education and Development (6 works) · Narrative (6 works) · Social Psychology (6 works) · Community Health and Development (4 works) · Computer Science (4 works) · Epistemology (4 works) · Indigenous (4 works)