Cari Gillen‐O’Neel

890 citations
14 papers · 576 indexed · h-index 10
Topics
Racial and Ethnic Identity Research (7 papers)Early Childhood Education and Development (6 papers)Parental Involvement in Education (5 papers)
Partner nations
United States

In The Last Decade

Cari Gillen‐O’Neel

14 papers receiving 557 citations

Peers

Cari Gillen‐O’Neel
Comparison fields: 5 of 59
  • Education 283
  • Sociology and Political Science 246
  • Clinical Psychology 169
  • Social Psychology 151
  • Experimental and Cognitive Psychology 115
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Ping Ren China
Katie A. Gleason United States
Anisa N. Goforth United States
Roland S. Persson Sweden
Astrid M. G. Poorthuis Netherlands
Sheida Novin Netherlands
Rachel E Pauletti United States
Kenya T. Malcolm United States
Nicholas H. Apostoleris United States
Karen Strobel United States
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Citations per field
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Citations per year

Countries citing papers authored by Cari Gillen‐O’Neel

Since Specialization
Citations

This map shows the geographic impact of Cari Gillen‐O’Neel's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Cari Gillen‐O’Neel with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Cari Gillen‐O’Neel more than expected).

Fields of papers citing papers by Cari Gillen‐O’Neel

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Cari Gillen‐O’Neel. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Cari Gillen‐O’Neel. The network helps show where Cari Gillen‐O’Neel may publish in the future.

Co-authorship network of co-authors of Cari Gillen‐O’Neel

This figure shows the co-authorship network connecting the top 25 collaborators of Cari Gillen‐O’Neel. A scholar is included among the top collaborators of Cari Gillen‐O’Neel based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Cari Gillen‐O’Neel. Cari Gillen‐O’Neel is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

14 of 14 papers shown
#WorkIndexed citations
1 3
2 25
3 120
4 3
5 40
6 99
7 9
8 10
9 24
10 71
11 84
12 9
13 45
14 34

About Cari Gillen‐O’Neel

Cari Gillen‐O’Neel is a scholar working on Education, Clinical Psychology and Sociology and Political Science, having authored 14 papers that have together received 576 indexed citations. Recurring topics across this work include Racial and Ethnic Identity Research (7 papers), Early Childhood Education and Development (6 papers) and Parental Involvement in Education (5 papers). The work is most often cited by research in Education (283 citations), Experimental and Cognitive Psychology (115 citations) and Clinical Psychology (169 citations). Cari Gillen‐O’Neel has collaborated with scholars based in United States. Frequent co-authors include Virginia W. Huynh, Andrew J. Fuligni, Christia Spears Brown, Elizabeth S. White, Rashmita S. Mistry, Nancy A. Gonzales, Diane N. Ruble, Carrie L. Masten, Guadalupe Espinoza and Melissa R. Witkow. Their work appears in journals such as Child Development, Journal of Youth and Adolescence and Journal of Experimental Child Psychology.

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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2026