Elena M. Bernal
- Education top 5%
- Sociology and Political Science
- Social Psychology
- Developmental and Educational Psychology
- Safety Research top 10%
- Topics
- Higher Education Research Studies (3 papers)Higher Education Governance and Development (2 papers)School Choice and Performance (1 paper)
- Cited by
- EducationSafety ResearchArchitecture
- Partner nations
- United States
In The Last Decade
Elena M. Bernal
6 papers receiving 278 citations
Peers
Comparison fields: 5 of 52
- Education 316
- Sociology and Political Science 64
- Social Psychology 57
- Developmental and Educational Psychology 46
- Safety Research 41
Countries citing papers authored by Elena M. Bernal
This map shows the geographic impact of Elena M. Bernal'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 Elena M. Bernal with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Elena M. Bernal more than expected).
Fields of papers citing papers by Elena M. Bernal
This network shows the impact of papers produced by Elena M. Bernal. 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 Elena M. Bernal. The network helps show where Elena M. Bernal may publish in the future.
Co-authorship network of co-authors of Elena M. Bernal
This figure shows the co-authorship network connecting the top 25 collaborators of Elena M. Bernal. A scholar is included among the top collaborators of Elena M. Bernal 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 Elena M. Bernal. Elena M. Bernal is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | Collaborative learning: Its impact on college students' development and diversity | 155 |
| 2 | Swimming Against the Tide: The Poor in American Higher Education | 150 |
| 3 | Swimming against the Tide: The Poor in American Higher Education. Research Report No. 2001-1. | 46 |
| 4 | The Relationship between Race and Socioeconomic Status (SES): Implications for Institutional Research and Admissions Policies. AIR 2000 Annual Forum Paper. | 2 |
| 5 | Class-Based Affirmative Action Admissions Policies: A Viable Alternative to Race-Based Programs? ASHE Annual Meeting Paper. | 3 |
| 6 | Collaborative Learning: Preferences, Gains in Cognitive & Affective Outcomes, and Openness to Diversity among College Students. ASHE Annual Meeting Paper. | 14 |
About Elena M. Bernal
Elena M. Bernal is a scholar working on Education, Political Science and International Relations and Infectious Diseases, having authored 6 papers that have together received 370 indexed citations. Recurring topics across this work include Higher Education Research Studies (3 papers), Higher Education Governance and Development (2 papers) and School Choice and Performance (1 paper). The work is most often cited by research in Education (316 citations), Safety Research (41 citations) and Architecture (6 citations). Elena M. Bernal has collaborated with scholars based in United States. Frequent co-authors include Alberto F. Cabrera, Patrick T. Terenzini, Amaury Nora and Ernest T. Pascarella.
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.