Paulette Vincent‐Ruz

677 total citations · 1 hit paper
13 papers, 416 citations indexed

About

Paulette Vincent‐Ruz is a scholar working on Education, Developmental and Educational Psychology and Safety Research. According to data from OpenAlex, Paulette Vincent‐Ruz has authored 13 papers receiving a total of 416 indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Education, 6 papers in Developmental and Educational Psychology and 5 papers in Safety Research. Recurrent topics in Paulette Vincent‐Ruz's work include Career Development and Diversity (5 papers), Innovative Teaching Methods (4 papers) and Science Education and Pedagogy (4 papers). Paulette Vincent‐Ruz is often cited by papers focused on Career Development and Diversity (5 papers), Innovative Teaching Methods (4 papers) and Science Education and Pedagogy (4 papers). Paulette Vincent‐Ruz collaborates with scholars based in United States, Australia and Mexico. Paulette Vincent‐Ruz's co-authors include Christian D. Schunn, Eben B. Witherspoon, Sean Garrett-Roe, Kevin R. Binning, Tara Y. Meyer, Matthew A. Cannady, Anthony J. Rojas, Nathan R. B. Boase, J. Armando Luján‐Montelongo and Joaquín G. Marrero and has published in prestigious journals such as PLoS ONE, Educational Researcher and Journal of Research in Science Teaching.

In The Last Decade

Paulette Vincent‐Ruz

13 papers receiving 402 citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

The nature of science identity and its role as the driver of student choices

2018 176 citations Paulette Vincent‐Ruz, Christian D. Schunn International Journal of STEM Education profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Paulette Vincent‐Ruz United States	9	246	189	115	108	57	13	416
Renee Michelle Goertzen United States	10	253 1.0×	114 0.6×	55 0.5×	101 0.9×	33 0.6×	20	375
Jacinta Dalgety New Zealand	7	280 1.1×	76 0.4×	90 0.8×	136 1.3×	54 0.9×	8	371
Melissa A. Fuesting United States	8	98 0.4×	153 0.8×	117 1.0×	58 0.5×	107 1.9×	13	325
Mee Joo Kim United States	6	196 0.8×	106 0.6×	42 0.4×	38 0.4×	66 1.2×	13	307
Natalie S. King United States	7	184 0.7×	148 0.8×	31 0.3×	36 0.3×	24 0.4×	22	311
Alexis Patterson Williams United States	10	381 1.5×	64 0.3×	32 0.3×	235 2.2×	47 0.8×	17	489
Stacy Olitsky United States	10	251 1.0×	70 0.4×	34 0.3×	99 0.9×	41 0.7×	19	359
Rachel Part United States	6	165 0.7×	53 0.3×	64 0.6×	43 0.4×	93 1.6×	6	252
Silvija Markic Germany	11	248 1.0×	36 0.2×	34 0.3×	113 1.0×	32 0.6×	36	322
Enrique J. López United States	7	227 0.9×	59 0.3×	30 0.3×	101 0.9×	20 0.4×	10	286

Countries citing papers authored by Paulette Vincent‐Ruz

Since Specialization

Citations

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

Fields of papers citing papers by Paulette Vincent‐Ruz

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Paulette Vincent‐Ruz. 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 Paulette Vincent‐Ruz. The network helps show where Paulette Vincent‐Ruz may publish in the future.

Co-authorship network of co-authors of Paulette Vincent‐Ruz

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

All Works

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13 of 13 papers shown

Vincent‐Ruz, Paulette, et al.. (2025). The challenges of transgender and nonbinary graduate students in chemistry: A qualitative study on trans identity, science culture, and institutional support using reflexive thematic analysis. PLoS ONE. 20(4). e0320493–e0320493. 1 indexed citations

Vincent‐Ruz, Paulette, et al.. (2024). A Counterstory to Deficit Narratives of “Underperformance” of Demographically Minoritized Students in General Chemistry. Journal of Chemical Education. 101(6). 2188–2202. 6 indexed citations

Witherspoon, Eben B., Ha Nguyen, Yanan Feng, et al.. (2022). Advanced placement course credit and undergraduate student success in gateway science courses. Journal of Research in Science Teaching. 60(2). 304–329. 1 indexed citations

Vincent‐Ruz, Paulette & Nathan R. B. Boase. (2022). Activating discipline specific thinking with adaptive learning: A digital tool to enhance learning in chemistry. PLoS ONE. 17(11). e0276086–e0276086. 3 indexed citations

Vincent‐Ruz, Paulette, Tara Y. Meyer, Sean Garrett-Roe, & Christian D. Schunn. (2020). Short-Term and Long-Term Effects of POGIL in a Large-Enrollment General Chemistry Course. Journal of Chemical Education. 97(5). 1228–1238. 36 indexed citations

Witherspoon, Eben B., Paulette Vincent‐Ruz, & Christian D. Schunn. (2019). When Making the Grade Isn’t Enough: The Gendered Nature of Premed Science Course Attrition. Educational Researcher. 48(4). 193–204. 32 indexed citations

Vincent‐Ruz, Paulette & Christian D. Schunn. (2019). Identity Complexes and Science Identity in Early Secondary: Mono-topical or in Combination with Other Topical Identities. Research in Science Education. 51(S1). 369–390. 8 indexed citations

Cannady, Matthew A., et al.. (2019). Scientific sensemaking supports science content learning across disciplines and instructional contexts. Contemporary Educational Psychology. 59. 101802–101802. 32 indexed citations

Vincent‐Ruz, Paulette, et al.. (2018). The Impact of Early Participation in Undergraduate Research Experiences on Multiple Measures of Premed Path Success. 1(3). 13–18. 9 indexed citations

10.

Vincent‐Ruz, Paulette & Christian D. Schunn. (2018). The nature of science identity and its role as the driver of student choices. International Journal of STEM Education. 5(1). 48–48. 176 indexed citations breakdown →

11.

Vincent‐Ruz, Paulette & Christian D. Schunn. (2017). The increasingly important role of science competency beliefs for science learning in girls. Journal of Research in Science Teaching. 54(6). 790–822. 63 indexed citations

12.

Vincent‐Ruz, Paulette, et al.. (2017). The effect of math SAT on women's chemistry competency beliefs. Chemistry Education Research and Practice. 19(1). 342–351. 36 indexed citations

13.

Marrero, Joaquín G., Luis D. Miranda, Paulette Vincent‐Ruz, et al.. (2012). Microwave-assisted C-3 selective oxidative radical alkylation of flavones. Organic & Biomolecular Chemistry. 10(15). 2946–2946. 13 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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