Minjung Ryu

718 total citations
25 papers, 482 citations indexed

About

Minjung Ryu is a scholar working on Education, Literature and Literary Theory and Developmental and Educational Psychology. According to data from OpenAlex, Minjung Ryu has authored 25 papers receiving a total of 482 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 7 papers in Literature and Literary Theory and 7 papers in Developmental and Educational Psychology. Recurrent topics in Minjung Ryu's work include Science Education and Pedagogy (6 papers), Multilingual Education and Policy (6 papers) and Second Language Learning and Teaching (5 papers). Minjung Ryu is often cited by papers focused on Science Education and Pedagogy (6 papers), Multilingual Education and Policy (6 papers) and Second Language Learning and Teaching (5 papers). Minjung Ryu collaborates with scholars based in United States, Finland and Canada. Minjung Ryu's co-authors include Mike Stieff, Neil A. Knobloch, Nathan Mentzer, Bonnie Dixon, Mary Hegarty, Jason Yip, Hong‐Linh Truong, Ashlyn Pierson, Sara Vogel and María González‐Howard and has published in prestigious journals such as Journal of Educational Psychology, Journal of Research in Science Teaching and Science Education.

In The Last Decade

Minjung Ryu

22 papers receiving 459 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Minjung Ryu United States 12 303 106 88 70 55 25 482
Martina Nieswandt United States 12 392 1.3× 175 1.7× 19 0.2× 37 0.5× 17 0.3× 29 537
Konstantinos Ravanis Greece 19 898 3.0× 445 4.2× 47 0.5× 69 1.0× 42 0.8× 114 1.1k
César Delgado United States 11 465 1.5× 228 2.2× 15 0.2× 52 0.7× 45 0.8× 42 662
Sarah E. Peterson United States 11 219 0.7× 179 1.7× 34 0.4× 40 0.6× 15 0.3× 29 431
Andrea Kárpáti Hungary 10 228 0.8× 80 0.8× 15 0.2× 47 0.7× 41 0.7× 63 570
Hsueh‐Hua Chuang Taiwan 15 553 1.8× 141 1.3× 9 0.1× 80 1.1× 73 1.3× 59 842
Kellah M. Edens United States 11 359 1.2× 119 1.1× 22 0.3× 35 0.5× 15 0.3× 21 508
Glenda Carter United States 17 656 2.2× 334 3.2× 24 0.3× 39 0.6× 14 0.3× 29 851
Alfredo Jornet Norway 13 253 0.8× 179 1.7× 5 0.1× 107 1.5× 30 0.5× 44 517
William Langston United States 7 70 0.2× 176 1.7× 53 0.6× 41 0.6× 22 0.4× 11 480

Countries citing papers authored by Minjung Ryu

Since Specialization
Citations

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

Fields of papers citing papers by Minjung Ryu

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Minjung Ryu

This figure shows the co-authorship network connecting the top 25 collaborators of Minjung Ryu. A scholar is included among the top collaborators of Minjung Ryu 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 Minjung Ryu. Minjung Ryu 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.
Ryu, Minjung, et al.. (2025). Multilingual identity construction of college students: illuminating the agentive, intersectional experience. Journal of Multilingual and Multicultural Development. 1–17.
2.
Ryu, Minjung, et al.. (2025). Characterizing Multilingual Learners’ Diverse Language Use in College Chemistry. Journal of Chemical Education. 102(7). 2712–2719.
3.
Ryu, Minjung, et al.. (2024). College Multilingual Students’ Use of Translanguaging in Science Problem Solving Contexts. Proceedings.. 1706–1709. 1 indexed citations
4.
Ryu, Minjung, et al.. (2024). Insights from an Intervention to Support First Generation College Student Success in General Chemistry Online Course. Journal of Chemical Education. 101(2). 530–536.
5.
Pierson, Ashlyn, et al.. (2023). Science education with multilingual learners: Equity as access and equity as transformation. Science Education. 107(4). 999–1032. 26 indexed citations
6.
Ryu, Minjung, et al.. (2021). Where Does CER Stand on Diversity, Equity, and Inclusion? Insights from a Literature Review. Journal of Chemical Education. 98(12). 3621–3632. 13 indexed citations
7.
Ryu, Minjung & Shannon M. Daniel. (2020). How Did We Engage Resettled Chin Youth in Critical STEM Literacy Practices?. 6(2). 319–345. 6 indexed citations
8.
Capobianco, Brenda, et al.. (2019). Fostering innovation through collaborative action research on the creation of shared instructional products by university science instructors. Educational Action Research. 28(4). 646–667. 4 indexed citations
9.
Ryu, Minjung, et al.. (2019). Resettled Burmese Refugee Youths’ Identity Work in an Afterschool STEM Learning Setting. Journal of Research in Childhood Education. 33(1). 84–97. 19 indexed citations
10.
Ryu, Minjung, Nathan Mentzer, & Neil A. Knobloch. (2018). Preservice teachers’ experiences of STEM integration: challenges and implications for integrated STEM teacher preparation. International Journal of Technology and Design Education. 29(3). 493–512. 109 indexed citations
11.
Ryu, Minjung, et al.. (2018). Resettled Refugee Youths’ Stories of Migration, Schooling, and Future: Challenging Dominant Narratives About Refugees. The Urban Review. 50(4). 539–558. 58 indexed citations
12.
Ryu, Minjung, et al.. (2018). An examination of preservice elementary teachers’ representations about chemistry in an intertextuality- and modeling-based course. Chemistry Education Research and Practice. 19(3). 681–693. 5 indexed citations
13.
Ryu, Minjung, et al.. (2016). Design an Energy-Efficient House: Applying Multidisciplinary Knowledge to Solve a Design Challenge. Science Scope. 40(4). 38–47. 1 indexed citations
14.
Ryu, Minjung. (2015). Understanding Korean Transnational Girls in High School Science Classes: Beyond the Model Minority Stereotype. Science Education. 99(2). 350–377. 3 indexed citations
15.
Ryu, Minjung. (2015). Positionings of racial, ethnic, and linguistic minority students in high school biology class: Implications for science education in diverse classrooms. Journal of Research in Science Teaching. 52(3). 347–370. 24 indexed citations
16.
Stieff, Mike, et al.. (2013). Strategy training eliminates sex differences in spatial problem solving in a stem domain.. Journal of Educational Psychology. 106(2). 390–402. 63 indexed citations
17.
Stieff, Mike, Minjung Ryu, & Jason Yip. (2013). Speaking across levels – generating and addressing levels confusion in discourse. Chemistry Education Research and Practice. 14(4). 376–389. 14 indexed citations
18.
Ryu, Minjung. (2012). “But at school … I became a bit shy”: Korean immigrant adolescents’ discursive participation in science classrooms. Cultural Studies of Science Education. 8(3). 649–671. 14 indexed citations
19.
Stieff, Mike, Minjung Ryu, Bonnie Dixon, & Mary Hegarty. (2012). The Role of Spatial Ability and Strategy Preference for Spatial Problem Solving in Organic Chemistry. Journal of Chemical Education. 89(7). 854–859. 77 indexed citations
20.
Stieff, Mike, Minjung Ryu, & Bonnie Dixon. (2010). Students' use of multiple strategies for spatial problem solving. 765–772. 6 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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