Countries citing papers authored by Cheryl Holcomb‐McCoy
Since
Specialization
Citations
This map shows the geographic impact of Cheryl Holcomb‐McCoy'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 Cheryl Holcomb‐McCoy with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Cheryl Holcomb‐McCoy more than expected).
Fields of papers citing papers by Cheryl Holcomb‐McCoy
This network shows the impact of papers produced by Cheryl Holcomb‐McCoy. 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 Cheryl Holcomb‐McCoy. The network helps show where Cheryl Holcomb‐McCoy may publish in the future.
Co-authorship network of co-authors of Cheryl Holcomb‐McCoy
This figure shows the co-authorship network connecting the top 25 collaborators of Cheryl Holcomb‐McCoy.
A scholar is included among the top collaborators of Cheryl Holcomb‐McCoy 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 Cheryl Holcomb‐McCoy. Cheryl Holcomb‐McCoy is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Holcomb‐McCoy, Cheryl, et al.. (2008). A Content Analysis of Pre-Service School Counselors' Evaluations of an Urban Practicum Experience.. 6(16).8 indexed citations
Holcomb‐McCoy, Cheryl. (2007). School Counseling to Close the Achievement Gap: A Social Justice Framework for Success.125 indexed citations
7.
Holcomb‐McCoy, Cheryl & Natasha Mitchell. (2005). A Descriptive Study of Urban School Counseling Programs.. Professional School Counseling. 8(3). 203.19 indexed citations
8.
Holcomb‐McCoy, Cheryl. (2005). Empowerment Groups for Urban African American Girls: A Response. Professional School Counseling. 8(5). 390.4 indexed citations
9.
Holcomb‐McCoy, Cheryl. (2005). Investigating school counselors' perceived multicultural competence.. Professional School Counseling. 8(5). 414.42 indexed citations
10.
Holcomb‐McCoy, Cheryl. (2005). Professional School Counseling in Urban Settings: Introduction to Special Issue. Professional School Counseling. 8(3). 182.5 indexed citations
Holcomb‐McCoy, Cheryl. (2004). Assessing the Multicultural Competence of School Counselors: A Checklist.. Professional School Counseling. 7(3). 178.67 indexed citations
13.
Bryan, Julia & Cheryl Holcomb‐McCoy. (2004). School Counselors' Perceptions of Their Involvement in School-Family-Community Partnerships. Professional School Counseling. 7(3). 162.53 indexed citations
Holcomb‐McCoy, Cheryl, et al.. (2002). Importance of the CACREP School Counseling Standards: School Counselors' Perceptions. Professional School Counseling. 6(2). 112.14 indexed citations
16.
Holcomb‐McCoy, Cheryl. (2001). Exploring the Self-Perceived Multicultural Counseling Competence of Elementary School Counselors. Professional School Counseling. 4(3). 195–201.41 indexed citations
17.
Holcomb‐McCoy, Cheryl & Cheryl Moore‐Thomas. (2001). Empowering African-American Adolescent Females.. Professional School Counseling. 5(1). 19–26.19 indexed citations
18.
Holcomb‐McCoy, Cheryl. (1999). Understanding "Whiteness" in Academia: A Black Woman's Perspective..2 indexed citations
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.