Seth L. May

1.8k total citations · 1 hit paper
7 papers, 1.1k citations indexed

About

Seth L. May is a scholar working on Developmental and Educational Psychology, Education and Social Psychology. According to data from OpenAlex, Seth L. May has authored 7 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 7 papers in Developmental and Educational Psychology, 5 papers in Education and 3 papers in Social Psychology. Recurrent topics in Seth L. May's work include Behavioral and Psychological Studies (7 papers), Education Discipline and Inequality (5 papers) and Bullying, Victimization, and Aggression (3 papers). Seth L. May is often cited by papers focused on Behavioral and Psychological Studies (7 papers), Education Discipline and Inequality (5 papers) and Bullying, Victimization, and Aggression (3 papers). Seth L. May collaborates with scholars based in United States and Canada. Seth L. May's co-authors include Tary J. Tobin, Robert H. Horner, Choong-Geun Chung, Russell J. Skiba, M. Karega Rausch, Kent McIntosh, Claudia G. Vincent, Jessica Swain-Bradway, Susanna Mathews and Jennifer Frank and has published in prestigious journals such as School Psychology Review, Journal of Positive Behavior Interventions and Exceptionality.

In The Last Decade

Seth L. May

6 papers receiving 984 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.

Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline

2011 879 citations Russell J. Skiba, Robert H. Horner et al. School Psychology Review profile →

Peers

Seth L. May

EDUCA

DEP

SP

CP

SPS

Pamela Fenning United States

Linda M. Raffaele Mendez United States

Caven S. Mcloughlin United States

Claudia G. Vincent United States

Matthew J. Mayer United States

Michael P. Krezmien United States

Christine A. Christle United States

Irwin A. Hyman United States

Martha J. Coutinho United States

Scott L. Graves United States

Pamela Fenning United States

Seth L. May

568 ×0.6

EDUCA

430 ×1.1

DEP

308 ×0.8

SP

325 ×1.2

CP

174 ×0.7

SPS

Citations per year, relative to Seth L. May Seth L. May (= 1×) peers Pamela Fenning

Countries citing papers authored by Seth L. May

Since Specialization

Citations

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

Fields of papers citing papers by Seth L. May

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Seth L. May. 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 Seth L. May. The network helps show where Seth L. May may publish in the future.

Co-authorship network of co-authors of Seth L. May

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

All Works

Sort: Min cites: Since: Top N: Style:

7 of 7 papers shown

1.

Mathews, Susanna, Kent McIntosh, Jennifer Frank, & Seth L. May. (2014). Critical Features Predicting Sustained Implementation of School-Wide Positive Behavior Support.. Grantee Submission. 16(3). 168–178. 4 indexed citations

2.

McIntosh, Kent, et al.. (2014). Examining Disproportionality in School Discipline for Aboriginal Students in Schools Implementing PBIS. Canadian Journal of School Psychology. 29(3). 213–235. 38 indexed citations

3.

McIntosh, Kent, et al.. (2013). Examining Disproportionality in School Discipline Practices for Native American Students in Canadian Schools Implementing PBIS. eScholarship (California Digital Library).

4.

Mathews, Susanna, Kent McIntosh, Jennifer Frank, & Seth L. May. (2013). Critical Features Predicting Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports. Journal of Positive Behavior Interventions. 16(3). 168–178. 57 indexed citations

5.

Skiba, Russell J., Robert H. Horner, Choong-Geun Chung, et al.. (2011). Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline. School Psychology Review. 40(1). 85–107. 879 indexed citations breakdown →

6.

Vincent, Claudia G., Jessica Swain-Bradway, Tary J. Tobin, & Seth L. May. (2011). Disciplinary Referrals for Culturally and Linguistically Diverse Students with and without Disabilities: Patterns Resulting from School-Wide Positive Behavior Support. Exceptionality. 19(3). 175–190. 63 indexed citations

7.

Spaulding, Scott, Larry K. Irvin, Robert H. Horner, et al.. (2008). Schoolwide Social-Behavioral Climate, Student Problem Behavior, and Related Administrative Decisions. Journal of Positive Behavior Interventions. 12(2). 69–85. 63 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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