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Cited by

• 2007The Role of Identity Gaps, Discrimination, and Acculturation in International Students’ Educational Satisfaction in American Classrooms201 cited
• 2015“She does have an accent but…”: Race and language ideology in students' evaluations of mathematics instructors on RateMyProfessors.com191 cited
• 2014Mitigating U.S. Undergraduates’ Attitudes Toward International Teaching Assistants104 cited
• 2018The Effects of International Accents and Shared First Language on Listening Comprehension Tests56 cited
• 2022The Accent Work of International Teaching Assistants51 cited
• 2011Resolving International Teaching Assistant Language Inadequacy through Dialogue: Challenges and Opportunities for Clarity and Credibility35 cited
• 2009Beyond Language Barriers: Teaching Self-Efficacy Among East Asian International Teaching Assistants32 cited
• 2014Considering interlocutors in university discourse communities: Impacting U.S. undergraduates’ perceptions of ITAs through a structured contact program31 cited
• 2014Managing Anxiety: A Case Study of an International Teaching Assistant’s Interaction with American Students26 cited
• 2014Work Experiences of Foreign‐Born Asian Women Counseling and Psychology Faculty25 cited
• 2018International Teaching Assistants in the Composition Classroom: From World Englishes to Translingualism and Beyond24 cited
• 2017Students’ orientations to communication across linguistic difference with international teaching assistants at an internationalizing university in the United States