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Ho, P., *Li, J., & *Yao, L. (2026). The architecture of identity: Structural, interpretive, and affective pathways in ethnic-racial identity development. Journal of Personality, 1–15. doi.org/10.1111/jopy.70060
Ho, P. (2026). Narrative trajectory analysis: Mapping identity developmental pathways. Identity, 26(3), 236–249. doi.org/10.1080/15283488.2026.2656197
Ho, P., & Tang, X. Y. (2026). The development and initial validation of an ERI pathway scale. Identity.
Ho, P. (2025). Professional identity among nursing students: A longitudinal analysis of student experiences and developmental pathways. Journal of Professional Nursing, 58, 104–111. doi.org/10.1016/j.profnurs.2025.03.009
Ho, P., & Brown, B. B. (2024). Black youths’ ethnic and racial identity development from childhood to emerging adulthood. Developmental Psychology, 60(10), 1915–1927. doi.org/10.1037/dev0001765
Jacoby, J. W. (2025, December). Book review: When we hear them: Attuning teachers to language-diverse learners. Teachers College Record. Retrieved from: https://journals.sagepub.com/pb-assets/cmscontent/TCZ/Book%20Reviews/2025%20Book%20Review/December/When%20We%20Hear%20Them-1764624422543.pdf
Jacoby, J.W. (2021). Assistant teachers in Head Start: Important drivers of a diverse and competent workforce. Urban Institute. https://www.urban.org/research/publication/assistant-teachers-head-start-important-drivers-diverse-and-competent-workforce
Jacoby, J.W., & *Corwin-Renner, A. (2021). Assistant teachers, workplace satisfaction, and the creation of a culturally-competent workforce pipeline in Head Start. Journal of Career Development.
Jacoby, J.W. (2019). When, where, and how do Head Start teachers use Spanish in the context of English curriculum?: Increasing native language support in preschools. Perspectives: A Publication of the National Association for Bilingual Education, 43(2), 6-9.
Mancilla-Martinez, J. and Jacoby, J.W. (2018). The influence of risk factors on preschoolers' Spanish vocabulary development in the context of Spanish instruction. Early Education and Development. DOI:10.1080/10409289.2018.1442098
