Matthew Wolfgram

644 total citations
25 papers, 385 citations indexed

About

Matthew Wolfgram is a scholar working on Education, Sociology and Political Science and Developmental and Educational Psychology. According to data from OpenAlex, Matthew Wolfgram has authored 25 papers receiving a total of 385 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 6 papers in Sociology and Political Science and 6 papers in Developmental and Educational Psychology. Recurrent topics in Matthew Wolfgram's work include Higher Education Research Studies (7 papers), Language, Metaphor, and Cognition (4 papers) and Higher Education and Employability (4 papers). Matthew Wolfgram is often cited by papers focused on Higher Education Research Studies (7 papers), Language, Metaphor, and Cognition (4 papers) and Higher Education and Employability (4 papers). Matthew Wolfgram collaborates with scholars based in United States, China and South Korea. Matthew Wolfgram's co-authors include Mitchell J. Nathan, Martha W. Alibali, R. Breckinridge Church, Eric Knuth, Steven Jacobs, Candace Walkington, Noelle M. Crooks, Andrew G. Young, Matthew T. Hora and Changhee Lee and has published in prestigious journals such as The Journal of Higher Education, Annual Review of Anthropology and Harvard Educational Review.

In The Last Decade

Matthew Wolfgram

23 papers receiving 357 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Matthew Wolfgram United States 8 203 174 106 59 46 25 385
Nora McIntyre United Kingdom 8 93 0.5× 199 1.1× 130 1.2× 70 1.2× 58 1.3× 16 395
Francesca Ferrara Italy 14 162 0.8× 276 1.6× 103 1.0× 35 0.6× 55 1.2× 36 493
Christine Ros France 14 353 1.7× 296 1.7× 76 0.7× 42 0.7× 36 0.8× 28 585
Cristina Sabena Italy 14 223 1.1× 445 2.6× 167 1.6× 51 0.9× 50 1.1× 58 677
Martin Merkt Germany 12 167 0.8× 242 1.4× 175 1.7× 43 0.7× 51 1.1× 32 506
Chao‐Jung Wu Taiwan 13 109 0.5× 158 0.9× 140 1.3× 53 0.9× 18 0.4× 28 494
Lenka Schnaubert Germany 10 259 1.3× 255 1.5× 94 0.9× 24 0.4× 64 1.4× 24 495
Cathy Newman Thomas United States 14 204 1.0× 314 1.8× 64 0.6× 29 0.5× 30 0.7× 44 549
Anu Laine Finland 13 136 0.7× 477 2.7× 161 1.5× 26 0.4× 82 1.8× 78 630
Charlotte Wolff Netherlands 10 185 0.9× 467 2.7× 173 1.6× 79 1.3× 139 3.0× 20 736

Countries citing papers authored by Matthew Wolfgram

Since Specialization
Citations

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

Fields of papers citing papers by Matthew Wolfgram

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Matthew Wolfgram

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

All Works

20 of 20 papers shown
1.
Wolfgram, Matthew, et al.. (2025). STEM Asianization and the racialization of the educational experiences of Asian American college students. Race Ethnicity and Education. 29(2). 265–286.
2.
Wolfgram, Matthew, et al.. (2023). The Time Politics of Refugee Resettlement and Higher Education in the United States. Refuge Canada s Journal on Refuge. 39(1). 1–18. 1 indexed citations
3.
Hora, Matthew T., et al.. (2023). Designing Effective Internships: A Mixed-Methods Exploration of the Sociocultural Aspects of Intern Satisfaction and Development. The Journal of Higher Education. 95(5). 579–606. 2 indexed citations
4.
Wolfgram, Matthew, et al.. (2022). ‘One internship, two internships, three internships … more!’: exploring the culture of the multiple internship economy. Journal of Education and Work. 35(2). 139–153. 3 indexed citations
5.
6.
Hora, Matthew T., et al.. (2021). Closing the Doors of Opportunity: A Field Theoretic Analysis of the Prevalence and Nature of Obstacles to College Internships. Teachers College Record The Voice of Scholarship in Education. 123(12). 180–210. 10 indexed citations
7.
Wolfgram, Matthew, et al.. (2021). On the Intersectional Amplification of Barriers to College Internships: A Comparative Case Study Analysis. Harvard Educational Review. 91(4). 457–481. 10 indexed citations
8.
Wolfgram, Matthew, et al.. (2021). Conducting Community Based Participatory Action Research. Human Resource Development Review. 20(4). 512–521. 7 indexed citations
9.
Wolfgram, Matthew, et al.. (2021). Our HMoob American College Paj Ntaub: student-engaged Community-Based Participatory Action Research (CBPAR) as counter-invisibility work. International Journal of Qualitative Studies in Education. 36(6). 1018–1038. 7 indexed citations
10.
Kendall, Nancy, et al.. (2020). The True Costs of College. 1 indexed citations
11.
Wolfgram, Matthew. (2020). Refugees and the audit culture of international higher education in the United States. New Directions for Higher Education. 2020(191). 55–66. 2 indexed citations
12.
Wolfgram, Matthew, et al.. (2020). On the Intersectional Amplification of Barriers to College Internships: A Comparative Case Study Analysis. WCER Working Paper No. 2020-5..
13.
Hora, Matthew T., et al.. (2019). Closing the Doors of Opportunity: How Financial, Sociocultural, and Institutional Barriers Intersect to Inhibit Participation in College Internships. WCER Working Paper No. 2019-8.. 4 indexed citations
14.
Nathan, Mitchell J., et al.. (2017). Threading mathematics through symbols, sketches, software, silicon, and wood: Teachers produce and maintain cohesion to support STEM integration. The Journal of Educational Research. 110(3). 272–293. 16 indexed citations
15.
Alibali, Martha W., Andrew G. Young, Noelle M. Crooks, et al.. (2013). Students learn more when their teacher has learned to gesture effectively. Gesture. 13(2). 210–233. 73 indexed citations
16.
Alibali, Martha W., et al.. (2013). Teachers’ gestures and speech in mathematics lessons: forging common ground by resolving trouble spots. ZDM. 45(3). 425–440. 54 indexed citations
17.
Alibali, Martha W., Mitchell J. Nathan, Matthew Wolfgram, et al.. (2013). How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis. Cognition and Instruction. 32(1). 65–100. 102 indexed citations
18.
Wolfgram, Matthew. (2012). The Entextualization of Ayurveda as Intellectual Property. International Journal of Cultural Property. 19(3). 313–343. 2 indexed citations
19.
Wolfgram, Matthew. (2010). Truth Claims and Disputes in Ayurveda Medical Science. Journal of Linguistic Anthropology. 20(1). 149–165. 11 indexed citations
20.

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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