Joy Banks

455 total citations
26 papers, 211 citations indexed

About

Joy Banks is a scholar working on Education, Safety Research and Social Psychology. According to data from OpenAlex, Joy Banks has authored 26 papers receiving a total of 211 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 8 papers in Safety Research and 5 papers in Social Psychology. Recurrent topics in Joy Banks's work include Disability Education and Employment (8 papers), Parental Involvement in Education (6 papers) and Sleep and Work-Related Fatigue (5 papers). Joy Banks is often cited by papers focused on Disability Education and Employment (8 papers), Parental Involvement in Education (6 papers) and Sleep and Work-Related Fatigue (5 papers). Joy Banks collaborates with scholars based in United States, Japan and Russia. Joy Banks's co-authors include Thomas E. Nesthus, LaRon A. Scott, Bill Johnson, Taucia González, Mariana Pacheco, Audrey A. Trainor, Mary Ruth Coleman, William B. Johnson, Kathryn Young and Cathy D. Kea and has published in prestigious journals such as Disability and Rehabilitation, Exceptional Children and Journal of Air Transport Management.

In The Last Decade

Joy Banks

24 papers receiving 181 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Joy Banks United States	9	115	106	44	34	34	26	211
Jayne R. Beilke United States	6	137 1.2×	105 1.0×	57 1.3×	18 0.5×	28 0.8×	17	231
Edward M. Lopez United States	9	175 1.5×	47 0.4×	78 1.8×	28 0.8×	43 1.3×	12	274
W. David Scales United States	6	167 1.5×	136 1.3×	23 0.5×	14 0.4×	48 1.4×	10	281
Veerle Garrels Norway	10	75 0.7×	100 0.9×	54 1.2×	13 0.4×	46 1.4×	24	221
Joacim Ramberg Sweden	9	184 1.6×	48 0.5×	26 0.6×	63 1.9×	80 2.4×	15	297
Michael Rozalski United States	8	95 0.8×	50 0.5×	33 0.8×	26 0.8×	92 2.7×	22	220
Ansley Bacon United States	6	53 0.5×	156 1.5×	47 1.1×	28 0.8×	75 2.2×	7	256
Verónica M. Guillén Spain	11	57 0.5×	172 1.6×	56 1.3×	24 0.7×	84 2.5×	31	269
Natalie Bolton United States	4	191 1.7×	30 0.3×	57 1.3×	52 1.5×	71 2.1×	11	282
DeMarquis Hayes United States	8	163 1.4×	47 0.4×	107 2.4×	48 1.4×	120 3.5×	13	289

Countries citing papers authored by Joy Banks

Since Specialization

Citations

This map shows the geographic impact of Joy Banks'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 Joy Banks with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Joy Banks more than expected).

Fields of papers citing papers by Joy Banks

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Joy Banks. 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 Joy Banks. The network helps show where Joy Banks may publish in the future.

Co-authorship network of co-authors of Joy Banks

This figure shows the co-authorship network connecting the top 25 collaborators of Joy Banks. A scholar is included among the top collaborators of Joy Banks 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 Joy Banks. Joy Banks is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Banks, Joy, et al.. (2025). Engaging ethnically diverse families of children with intellectual and developmental disabilities: a systematic review. Disability and Rehabilitation. 47(22). 5688–5699.

Banks, Joy, Cathy D. Kea, & Mary Ruth Coleman. (2023). Making Meaningful Connections: Facilitating Schoolwide Family Engagement With Culturally Diverse Families. Teaching Exceptional Children. 57(3). 186–194. 2 indexed citations

Sinclair, James, et al.. (2023). Building Equity Into Transition Practice and Service Delivery: A Call for Systemic Changes in the Field of Transition. Career Development and Transition for Exceptional Individuals. 46(4). 223–236. 4 indexed citations

Banks, Joy, et al.. (2023). Reflexive Quality Criteria: Questions and Indicators for Purpose-Driven Special Education Qualitative Research. Exceptional Children. 89(4). 449–466. 17 indexed citations

Banks, Joy, et al.. (2021). “Ain’t I Got a Right to the Tree of Life?”: Examining Special Education through the Application of Afro-Humanity. Érudit (Université de Montréal). 28(2). 138–149. 1 indexed citations

Banks, Joy & Simone Gibson. (2019). Exploring the Master Narrative: Racial Knowledge and Understanding of Language and Literacy Pedagogy for Special Education Teacher Candidates. Reading & Writing Quarterly. 35(1). 30–41. 1 indexed citations

Banks, Joy. (2019). Are we ready: Faculty perceptions of postsecondary students with learning disabilities at a historically Black university.. Journal of Diversity in Higher Education. 12(4). 297–306. 10 indexed citations

Banks, Joy. (2018). Invisible man: examining the intersectionality of disability, race, and gender in an urban community. Disability & Society. 33(6). 894–908. 17 indexed citations

Banks, Joy. (2017). “These People Are Never Going to Stop Labeling Me”: Educational Experiences of African American Male Students Labeled with Learning Disabilities. Equity & Excellence in Education. 50(1). 96–107. 36 indexed citations

10.

Banks, Joy. (2015). Gangsters and wheelchairs: urban teachers’ perceptions of disability, race and gender. Disability & Society. 30(4). 569–582. 12 indexed citations

11.

Johnson, William B., et al.. (2014). The Transition From Event Reports to Measurable Organizational Impact: Workshop Proceedings Report. 1 indexed citations

12.

Banks, Joy, et al.. (2013). Teacher Efficacy as a Conduit for Enhancing Attitudes Toward Teaching Reading to African-American Students. Multicultural Perspectives. 15(1). 19–26. 3 indexed citations

13.

Banks, Joy, et al.. (2013). An Evaluation of Aviation Maintenance Fatigue Countermeasures Training. Rosa P: A digital library for transportation research (United States Department of Transportation). 1 indexed citations

14.

Banks, Joy, et al.. (2011). Flight Attendant Fatigue: A Quantitative Review of Flight Attendant Comments. Rosa P: A digital library for transportation research (United States Department of Transportation). 2 indexed citations

15.

Johnson, William B., et al.. (2011). Prioritizing Maintenance Human Factors Challenges and Solutions: Workshop Proceedings. 3 indexed citations

16.

Banks, Joy, et al.. (2011). Perceptions of Teacher Transformation on Issues of Racial and Cultural Bias. Journal of Transformative Education. 9(4). 222–241. 4 indexed citations

17.

Banks, Joy, et al.. (2009). Flight Attendant Fatigue. Part 5: A Comparative Study of International Flight Attendant Fatigue Regulations and Collective Bargaining Agreements. 1 indexed citations

18.

Banks, Joy, et al.. (2007). Perceptions of African American and European American Teachers on the Education of African American Boys.. Multiple Voices for Ethnically Diverse Exceptional Learners. 10. 160–172. 1 indexed citations

19.

Banks, Joy, et al.. (2007). Perceptions of African American and European American Teachers on the Education of African American Boys. Multiple Voices for Ethnically Diverse Exceptional Learners. 10(1-2). 160–172. 1 indexed citations

20.

Banks, Joy. (2005). African American College Students' Perceptions of Their High School Literacy Preparation. Journal of College Reading and Learning. 35(2). 22–37. 5 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.

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