Roxanne Hughes

697 total citations
26 papers, 453 citations indexed

About

Roxanne Hughes is a scholar working on Safety Research, Education and General Agricultural and Biological Sciences. According to data from OpenAlex, Roxanne Hughes has authored 26 papers receiving a total of 453 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Safety Research, 12 papers in Education and 7 papers in General Agricultural and Biological Sciences. Recurrent topics in Roxanne Hughes's work include Career Development and Diversity (19 papers), Science Education and Perceptions (7 papers) and Diverse Educational Innovations Studies (7 papers). Roxanne Hughes is often cited by papers focused on Career Development and Diversity (19 papers), Science Education and Perceptions (7 papers) and Diverse Educational Innovations Studies (7 papers). Roxanne Hughes collaborates with scholars based in United States, Türkiye and Botswana. Roxanne Hughes's co-authors include Kari Roberts, Jeffrey S. Brooks, Melanie C. Brooks, Jennifer Schellinger, Yavuz Saka, Patrick Enderle, Sherry A. Southerland, Ellen M. Granger, Lora Cohen‐Vogel and W. Kyle Ingle and has published in prestigious journals such as Journal of Research in Science Teaching, Science Education and Policy Studies Journal.

In The Last Decade

Roxanne Hughes

26 papers receiving 430 citations

Peers

Roxanne Hughes

EDUCA

DEP

ECP

GABS

Annemarie van Langen Netherlands

Elizabeth Whitelegg United Kingdom

Felicia M. Moore United States

Julie Moote United Kingdom

Sreyashi Jhumki Basu United States

Loran Carleton Parker United States

Jemimah L. Young United States

Gale Seiler United States

Belinda Aeschlimann Switzerland

Julie M. Kittleson United States

Annemarie van Langen Netherlands

Roxanne Hughes

269 ×1.0

EDUCA

137 ×0.8

64 ×0.6

DEP

109 ×1.7

ECP

24 ×0.4

GABS

Citations per year, relative to Roxanne Hughes Roxanne Hughes (= 1×) peers Annemarie van Langen

Countries citing papers authored by Roxanne Hughes

Since Specialization

Citations

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

Fields of papers citing papers by Roxanne Hughes

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Roxanne Hughes

This figure shows the co-authorship network connecting the top 25 collaborators of Roxanne Hughes. A scholar is included among the top collaborators of Roxanne Hughes 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 Roxanne Hughes. Roxanne Hughes 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

Hughes, Roxanne, et al.. (2024). #Resilience is not enough for Black women in STEM: Counterstories of two young Black women becoming a STEM person. Journal of Research in Science Teaching. 61(4). 744–771. 5 indexed citations

Hughes, Roxanne, et al.. (2024). An Engineering Summer Bridge Program Utilizing a Safe Space to Increase Math Efficacy. Papers on Engineering Education Repository (American Society for Engineering Education). 1 indexed citations

Hughes, Roxanne, et al.. (2024). Engineering Living Learning Community Experience: A Model for Improving First-Year Retention and Academic Performance of Black Students. 2021 ASEE Virtual Annual Conference Content Access Proceedings. 3 indexed citations

Hughes, Roxanne, et al.. (2023). Meta Mentoring: Mentors’ Reflections on Mentoring. 7(1). 96–121. 1 indexed citations

Hughes, Roxanne, et al.. (2022). “It is what it is”: Using Storied‐Identity and intersectionality lenses to understand the trajectory of a young Black woman's science and math identities. Journal of Research in Science Teaching. 59(7). 1099–1133. 23 indexed citations

Hughes, Roxanne, et al.. (2020). A Summary of Effective Gender Equitable Teaching Practices in Informal STEM Education Spaces. 3(1). 8 indexed citations

Hughes, Roxanne & Kari Roberts. (2019). The Role of STEM Self-Efficacy on STEM Identity for Middle School Girls after Participation in a Single-Sex Informal STEM Education Program. International Journal of Gender, Science, and Technology. 11(2). 286–311. 6 indexed citations

Roberts, Kari & Roxanne Hughes. (2019). Girls' STEM Identity Growth in Co-Educational and Single-Sex STEM Summer Camps. 2(1). 15 indexed citations

Hughes, Roxanne, et al.. (2017). HOW NOVICES PERCEIVE THE CULTURE OF PHYSICS. Journal of Women and Minorities in Science and Engineering. 23(2). 169–192. 6 indexed citations

10.

Roberts, Kari, et al.. (2016). FEMALE UNDERGRADUATE STEM PERSISTENCE: A FOCUS ON THE ROLE OF LIVING AND LEARNING COMMUNITIES. Journal of Women and Minorities in Science and Engineering. 22(4). 349–374. 5 indexed citations

11.

Hughes, Roxanne, et al.. (2015). Unpacking Secondary School Students’ Identity Negotiations Regarding Science and Engineering: A Case Study in the United States. International Journal of Gender, Science, and Technology. 6(3). 291–309. 2 indexed citations

12.

Hughes, Roxanne. (2015). AN INVESTIGATION INTO THE LONGITUDINAL IDENTITY TRAJECTORIES OF WOMEN IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS. Journal of Women and Minorities in Science and Engineering. 21(3). 181–213. 15 indexed citations

13.

Hughes, Roxanne. (2014). The Effects of a Single-Sex STEM Living and Learning Program on Female Undergraduates’ Persistence. International Journal of Gender, Science, and Technology. 6(1). 25–54. 2 indexed citations

14.

Enderle, Patrick, et al.. (2014). Examining the Influence of RETs on Science Teacher Beliefs and Practice. Science Education. 98(6). 1077–1108. 59 indexed citations

15.

Hughes, Roxanne. (2012). GENDER CONCEPTION AND THE CHILLY ROAD TO FEMALE UNDERGRADUATES' PERSISTENCE IN SCIENCE AND ENGINEERING FIELDS. Journal of Women and Minorities in Science and Engineering. 18(3). 215–234. 20 indexed citations

16.

Hughes, Roxanne. (2011). Are the Predictors of Women’s Persistence in STEM Painting the Full Picture? A Series of Comparative Case Studies. International Journal of Gender, Science, and Technology. 3(3). 547–570. 14 indexed citations

17.

Hughes, Roxanne, et al.. (2011). The Role of Scientist Mentors on Teachers’ Perceptions of the Community of Science During a Summer Research Experience. Research in Science Education. 42(5). 915–941. 18 indexed citations

18.

Hughes, Roxanne. (2010). Keeping College Women in STEM Fields. International Journal of Gender, Science, and Technology. 2(3). 2 indexed citations

19.

Hughes, Roxanne. (2010). The process of choosing science, technology, engineering, and mathematics careers by undergraduate women: A narrative life history analysis. 2 indexed citations

20.

Brooks, Jeffrey S., Roxanne Hughes, & Melanie C. Brooks. (2008). Fear and Trembling in the American High School. Educational Policy. 22(1). 45–62. 35 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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