World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
52
Citations
17535
World Ranking
4900
National Ranking
2698

Oscar A. Barbarin publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Oscar A. Barbarin sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 187 publications — 65th percentile

65% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Oscar A. Barbarin D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Oscar A. Barbarin sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 52 D-Index — 57th percentile

57% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Research.com Recognitions

  • 1990 - Fellow of the American Psychological Association (APA)

Overview

Oscar A. Barbarin is affiliated with the University of Maryland, College Park in the United States. Their research spans several fields, predominantly within psychology and social sciences. The primary subfields of study include clinical psychology, education, social psychology, sociology and political science, and safety research.

The main topics covered in their work include early childhood education and development, child and adolescent psychosocial and emotional development, attachment and relationship dynamics, family support in illness, youth development and social support, child abuse and trauma, and family and disability support research.

Barbarin has contributed to multiple publications, including notable recent papers such as:

  • Can you See What We See? African American Parents' Views of the Strengths and Challenges of Children and Youth Living with Adversity (2022) in Prevention Science
  • Working toward anti-racist perspectives in attachment theory, research, and practice (2021) in Attachment & Human Development
  • Attachment perspectives on race, prejudice, and anti-racism: Introduction to the Special Issue (2021) in Attachment & Human Development
  • What attachment scholars can learn from research on Black family resilience (2023) in Child Development Perspectives
  • Complicated Grief During COVID-19 (2022) in International Perspectives in Psychology

Their frequent coauthors include Jessica Stern, Jude Cassidy, Brigitte Khoury, Germán Gutiérrez, and Martina Klicperová-Baker, each collaborating on multiple occasions.

Barbarin's research has appeared in prominent venues such as UNC Libraries, Attachment & Human Development, Prevention Science, American Journal of Orthopsychiatry, and Child Development Perspectives.

In recognition of their contributions, Oscar A. Barbarin was named a Fellow of the American Psychological Association (APA) in 1990.

Best Publications

  • Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.

    Andrew J. Mashburn;Robert C. Pianta;Bridget K. Hamre;Jason T. Downer

  • Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs

    Carollee Howes;Margaret Burchinal;Robert Pianta;Donna Bryant

  • Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions?

    Robert Pianta;Carollee Howes;Margaret Burchinal;Donna Bryant

  • Socioeconomic Differences in Reading Trajectories: The Contribution of Family, Neighborhood, and School Contexts

    Nikki L. Aikens;Oscar Barbarin

  • Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction

    Margaret Burchinal;Carollee Howes;Robert Pianta;Donna Bryant

  • Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten?

    Diane M. Early;Donna M. Bryant;Robert C. Pianta;Richard M. Clifford

  • Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics

    Jennifer LoCasale-Crouch;Tim Konold;Robert Pianta;Carollee Howes

  • Adult outcomes as a function of an early childhood educational program: an Abecedarian Project follow-up.

    Frances A. Campbell;Elizabeth P. Pungello;Margaret Burchinal;Kirsten Kainz

  • How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms

    Diane M. Early;Iheoma U. Iruka;Sharon Ritchie;Oscar A. Barbarin

  • Children's classroom engagement and school readiness gains in prekindergarten.

    Nina C. Chien;Carollee Howes;Margaret Burchinal;Robert C. Pianta

  • The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence

    Timothy W. Curby;Jennifer LoCasale-Crouch;Timothy R. Konold;Robert C. Pianta

  • Coping and Resilience: Exploring the Inner Lives of African American Children:

    Oscar A. Barbarin

  • Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms

    Karen M. La Paro;Bridget K. Hamre;Jennifer Locasale-Crouch;Robert C. Pianta

  • Stress, Coping, and Marital Functioning among Parents of Children with Cancer.

    Oscar A. Barbarin;Diane Hughes;Mark A. Chesler

  • Childhood cancer and the family : meeting the challenge of stress and support

    Mark A. Chesler;Oscar A. Barbarin

  • Exposure to violence, coping resources, and psychological adjustment of South African children.

    Oscar A. Barbarin;Linda Richter;Thea DeWet

  • What Is Pre-Kindergarten? Characteristics of Public Pre-Kindergarten Programs.

    Richard M. Clifford;Oscar Barbarin;Florence Chang;Diane Early

  • Does “Telling” Less Protect More? Relationships Among Age, Information Disclosure, and What Children with Cancer See and Feel

    Carol J. Claflin;Oscar A. Barbarin

  • Spanish-Speaking Children's Social and Language Development in Pre-Kindergarten Classrooms

    Florence Chang;Gisele Crawford;Diane Early;Donna Bryant

  • Parental Conceptions of School Readiness: Relation to Ethnicity, Socioeconomic Status, and Children's Skills

    Oscar A. Barbarin;Diane Early;Richard Clifford;Donna Bryant

Frequent Co-Authors

Margaret Burchinal
Margaret Burchinal University of North Carolina at Chapel Hill
Donna M. Bryant
Donna M. Bryant University of North Carolina at Chapel Hill
Carollee Howes
Carollee Howes University of California, Los Angeles
Robert C. Pianta
Robert C. Pianta University of Virginia
Richard M. Clifford
Richard M. Clifford University of North Carolina at Chapel Hill
Mark A. Chesler
Mark A. Chesler University of Michigan–Ann Arbor
Linda Richter
Linda Richter University of the Witwatersrand
Raymond K. Mulhern
Raymond K. Mulhern St. Jude Children's Research Hospital
Lonnie K. Zeltzer
Lonnie K. Zeltzer University of California, Los Angeles
Patrick H. Tolan
Patrick H. Tolan University of Virginia

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