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Ernest T. Pascarella

Ernest T. Pascarella

D-Index & Metrics

Social Sciences and Humanities

D-Index
100
Citations
58497
World Ranking
91
National Ranking
47

Ernest T. Pascarella publication distribution in Social Sciences and Humanities in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Social Sciences and Humanities in 2026. The highlighted bar marks where Ernest T. Pascarella sits on this spectrum.

44–53 publications: 28 scientists 54–63 publications: 61 scientists 64–73 publications: 161 scientists 74–83 publications: 225 scientists 84–93 publications: 301 scientists 94–103 publications: 390 scientists 104–113 publications: 406 scientists 114–123 publications: 474 scientists 124–133 publications: 453 scientists 134–143 publications: 434 scientists 144–153 publications: 407 scientists 154–163 publications: 411 scientists 164–173 publications: 391 scientists 174–183 publications: 313 scientists 184–193 publications: 319 scientists 194–203 publications: 304 scientists 204–213 publications: 285 scientists 214–223 publications: 246 scientists 224–233 publications: 213 scientists 234–243 publications: 170 scientists 244–253 publications: 167 scientists 254–263 publications: 162 scientists 264–273 publications: 138 scientists 274–283 publications: 138 scientists 284–293 publications: 113 scientists 294–303 publications: 106 scientists 304–313 publications: 95 scientists 314–323 publications: 101 scientists 324–333 publications: 81 scientists 334–343 publications: 69 scientists 344–353 publications: 56 scientists 354–363 publications: 36 scientists 364–373 publications: 42 scientists 374–383 publications: 41 scientists 384–393 publications: 44 scientists 394–403 publications: 27 scientists 404–413 publications: 30 scientists 414–423 publications: 20 scientists 424–433 publications: 29 scientists 434–443 publications: 29 scientists 444–453 publications: 25 scientists 454–463 publications: 19 scientists 464–473 publications: 21 scientists 474–483 publications: 11 scientists 484–493 publications: 17 scientists 494–503 publications: 7 scientists 504–513 publications: 6 scientists 514–523 publications: 12 scientists 524–533 publications: 10 scientists 534–543 publications: 7 scientists 544–553 publications: 6 scientists 554–563 publications: 12 scientists 564–569 publications: 8 scientists 570+ publications: 100 scientists
44 publications 570+

This scientist: 265 publications — 82nd percentile

82% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 570 publications or more.

Ernest T. Pascarella D-index placement in Social Sciences and Humanities in 2026

The chart shows the D-index (discipline H-index) distribution of Social Sciences and Humanities scientists ranked by Research.com in 2026. The highlighted bar marks where Ernest T. Pascarella sits on this spectrum.

30 D-Index: 177 scientists 31 D-Index: 210 scientists 32 D-Index: 222 scientists 33 D-Index: 188 scientists 34 D-Index: 181 scientists 35 D-Index: 243 scientists 36 D-Index: 261 scientists 37 D-Index: 272 scientists 38 D-Index: 278 scientists 39 D-Index: 300 scientists 40 D-Index: 297 scientists 41 D-Index: 308 scientists 42 D-Index: 313 scientists 43 D-Index: 300 scientists 44 D-Index: 269 scientists 45 D-Index: 260 scientists 46 D-Index: 228 scientists 47 D-Index: 251 scientists 48 D-Index: 203 scientists 49 D-Index: 186 scientists 50 D-Index: 187 scientists 51 D-Index: 166 scientists 52 D-Index: 138 scientists 53 D-Index: 141 scientists 54 D-Index: 131 scientists 55 D-Index: 137 scientists 56 D-Index: 109 scientists 57 D-Index: 129 scientists 58 D-Index: 95 scientists 59 D-Index: 105 scientists 60 D-Index: 106 scientists 61 D-Index: 86 scientists 62 D-Index: 94 scientists 63 D-Index: 77 scientists 64 D-Index: 79 scientists 65 D-Index: 59 scientists 66 D-Index: 68 scientists 67 D-Index: 51 scientists 68 D-Index: 49 scientists 69 D-Index: 40 scientists 70 D-Index: 43 scientists 71 D-Index: 40 scientists 72 D-Index: 50 scientists 73 D-Index: 46 scientists 74 D-Index: 43 scientists 75 D-Index: 45 scientists 76 D-Index: 45 scientists 77 D-Index: 30 scientists 78 D-Index: 25 scientists 79 D-Index: 31 scientists 80 D-Index: 29 scientists 81 D-Index: 18 scientists 82 D-Index: 21 scientists 83 D-Index: 26 scientists 84 D-Index: 15 scientists 85 D-Index: 15 scientists 86 D-Index: 19 scientists 87 D-Index: 19 scientists 88 D-Index: 12 scientists 89 D-Index: 7 scientists 90 D-Index: 19 scientists 91 D-Index: 20 scientists 92 D-Index: 13 scientists 93 D-Index: 9 scientists 94 D-Index: 13 scientists 95 D-Index: 8 scientists 96 D-Index: 7 scientists 97 D-Index: 6 scientists 98 D-Index: 6 scientists 99 D-Index: 6 scientists 100+ D-Index: 97 scientists
30 D-Index 100+

This scientist: 100 D-Index — 99th percentile

99% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 100 D-Index or more.

Overview

Ernest T. Pascarella was affiliated with the University of Iowa in the United States. Their research primarily focused on the social sciences, with a strong emphasis on education and its various dimensions.

The main fields of study in which Pascarella contributed included:

  • Social Sciences

Within these domains, their work spanned several subfields, including:

  • Education
  • Developmental and Educational Psychology
  • Political Science and International Relations
  • Social Psychology

Pascarella's research topics covered numerous aspects of higher education and teaching practices. The key themes they explored were:

  • Evaluation of Teaching Practices
  • Higher Education Research Studies
  • Education and Critical Thinking Development
  • Educational Strategies and Epistemologies
  • Higher Education Governance and Development
  • Higher Education and Employability
  • Mentoring and Academic Development

Their recent published papers provide insight into these areas of study. These include:

  • "What We Talk about When We Talk about Rigor: Examining Conceptions of Academic Rigor," published in 2021 in The Journal of Higher Education
  • "How Students' Intellectual Orientations and Cognitive Reasoning Abilities and May Shape Their Perceptions of Good Teaching Practices," published in 2021 in Research in Higher Education
  • "Does Language Background Have an Effect on the Development of Psychological Well-Being During College?" published in 2020 in Journal of College Student Development
  • "Reproduction of Educational Disadvantage? Examining the Bachelor's Degree Attainment, College GPA, and Graduate Degree Plan of Non-Native English-Speaking Students," published in 2022 in Journal of Language Identity & Education
  • "Non-Native English Speakers and the Development of Socially Responsible Leadership During College," published in 2022 in Journal of College Student Development

Pascarella collaborated frequently with several scholars during their career. These frequent coauthors were:

  • Jiajun Liu
  • K. C. Culver
  • John M. Braxton
  • Nicholas A. Bowman
  • Qian Wang

The most common publication venues where Pascarella's work appeared were:

  • Journal of College Student Development
  • The Journal of Higher Education
  • Research in Higher Education
  • Journal of Language Identity & Education

Best Publications

  • How College Affects Students: A Third Decade of Research

    Ernest T. Pascarella;Patrick T. Terenzini

  • How college affects students : findings and insights from twenty years of research

    Ernest T. Pascarella;Patrick T. Terenzini

  • Predicting Freshman Persistence and Voluntary Dropout Decisions from a Theoretical Model

    Ernest T. Pascarella;Patrick T. Terenzini

  • First-Generation College Students: Additional Evidence on College Experiences and Outcomes.

    Ernest T. Pascarella;Christopher T. Pierson;Gregory C. Wolniak;Patrick T. Terenzini

  • How College Affects Students: A Third Decade of Research. Volume 2.

    Ernest T. Pascarella;Patrick T. Terenzini

  • First-Generation College Students: Characteristics, Experiences, and Cognitive Development.

    Patrick T. Terenzini;Leonard Springer;Patricia M. Yaeger;Ernest T. Pascarella

  • Student-Faculty Informal Contact and College Outcomes

    Ernest T. Pascarella

  • A Multiinstitutional, Path Analytic Validation of Tinto’s Model of College Withdrawal

    Ernest T. Pascarella;David W. Chapman

  • Campus Racial Climate and the Adjustment of Students to College: A Comparison Between White Students and African-American Students.

    Alberto F. Cabrera;Amaury Nora;Patrick T. Terenzini;Ernest Pascarella

  • Predicting voluntary freshman year persistence/withdrawal behavior in a residential university: A path analytic validation of Tinto's model.

    Ernest T. Pascarella;Patrick T. Terenzini

  • Students' Out-of-Class Experiences and Their Influence on Learning and Cognitive Development: A Literature Review.

    Patrick T. Terenzini;Ernest T. Pascarella;Gregory S. Blimling

  • Studying College Students in the 21st Century: Meeting New Challenges

    Ernest T. Pascarella;Patrick T. Terenzini

  • Influences on students' openness to diversity and challenge in the first year of college

    Ernest T. Pascarella;Marcia Edison;Amaury Nora;Linda Serra Hagedorn

  • Patterns of Student-Faculty Informal Interaction beyond the Classroom and Voluntary Freshman Attrition

    Ernest T. Pascarella;Patrick T. Terenzini

  • Interactive Influences in Spady and Tinto's Conceptual Models of College Attrition.

    Ernest T. Pascarella;Patrick T. Terenzini

  • Long-term persistence of two-year college students

    Ernest T. Pascarella;John C. Smart;Corinna A. Ethington

  • A Test and Reconceptualization of a Theoretical Model of College Withdrawal in a Commuter Institution Setting.

    Ernest T. Pascarella;Paul B. Duby;Barbara K. Iverson

  • Orientation to college and freshman year persistence/withdrawal decisions.

    Ernest T. Pascarella;Patrick T. Terenzini;Lee M. Wolfle

  • Going Global: Understanding the Choice Process of the Intent to Study Abroad

    Mark H. Salisbury;Paul D. Umbach;Michael B. Paulsen;Ernest T. Pascarella

  • The Link between High-Impact Practices and Student Learning: Some Longitudinal Evidence.

    Cindy A. Kilgo;Jessica K. Ezell Sheets;Ernest T. Pascarella

  • Voluntary freshman attrition and patterns of social and academic integration in a university: A test of a conceptual model

    Patrick T. Terenzini;Ernest T. Pascarella

Frequent Co-Authors

Patrick T. Terenzini
Patrick T. Terenzini Pennsylvania State University
Amaury Nora
Amaury Nora The University of Texas at San Antonio
Linda Serra Hagedorn
Linda Serra Hagedorn Iowa State University
John C. Smart
John C. Smart University of Illinois at Chicago
Matthew J. Mayhew
Matthew J. Mayhew The Ohio State University
Michael B. Paulsen
Michael B. Paulsen University of Iowa
Herbert J. Walberg
Herbert J. Walberg University of Illinois at Chicago
David W. Chapman
David W. Chapman University of Minnesota
Alberto F. Cabrera
Alberto F. Cabrera University of Maryland, College Park
Paul D. Umbach
Paul D. Umbach North Carolina State University

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Best Scientists Citing Ernest T. Pascarella