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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Learned inequality: Racial labels in the biology curriculum can affect the development of racial prejudice
Brian Donovan
Journal of Research in Science Teaching (2016) Vol. 54, Iss. 3, pp. 379-411
Open Access | Times Cited: 76

Showing 1-25 of 76 citing articles:

Toward a more humane genetics education: Learning about the social and quantitative complexities of human genetic variation research could reduce racial bias in adolescent and adult populations
Brian Donovan, Rob Semmens, Phillip S. Keck, et al.
Science Education (2019) Vol. 103, Iss. 3, pp. 529-560
Open Access | Times Cited: 80
Conceptualizations of Race: Essentialism and Constructivism
Wendy D. Roth, Elena G. van Stee, Alejandra Regla-Vargas
Annual Review of Sociology (2023) Vol. 49, Iss. 1, pp. 39-58
Open Access | Times Cited: 37
Teaching for genetics literacy in the post-genomic era
Florian Stern, Kostas Kampourakis
Studies in Science Education (2017) Vol. 53, Iss. 2, pp. 193-225
Closed Access | Times Cited: 80
Genomics literacy matters: Supporting the development of genomics literacy through genetics education could reduce the prevalence of genetic essentialism
Brian Donovan, Monica Weindling, Brae Salazar, et al.
Journal of Research in Science Teaching (2020) Vol. 58, Iss. 4, pp. 520-550
Open Access | Times Cited: 61
Gendered genetics: How reading about the genetic basis of sex differences in biology textbooks could affect beliefs associated with science gender disparities
Brian Donovan, Molly A. M. Stuhlsatz, Daniel C. Edelson, et al.
Science Education (2019) Vol. 103, Iss. 4, pp. 719-749
Closed Access | Times Cited: 45
Ending genetic essentialism through genetics education
Brian Donovan
Human Genetics and Genomics Advances (2021) Vol. 3, Iss. 1, pp. 100058-100058
Open Access | Times Cited: 33
Human races are not like dog breeds: refuting a racist analogy
Heather L. Norton, Ellen E. Quillen, Abigail W. Bigham, et al.
Evolution Education and Outreach (2019) Vol. 12, Iss. 1
Open Access | Times Cited: 37
Signaling Inclusivity in Undergraduate Biology Courses through Deliberate Framing of Genetics Topics Relevant to Gender Identity, Disability, and Race
Karen G. Hales
CBE—Life Sciences Education (2020) Vol. 19, Iss. 2, pp. es2-es2
Open Access | Times Cited: 36
Science education against the rise of fascist and authoritarian movements: towards the development of a pedagogy for democracy
Arthur Galamba, Brian Matthews
Cultural Studies of Science Education (2021) Vol. 16, Iss. 2, pp. 581-607
Open Access | Times Cited: 25
How Should Educators and Publishers Eliminate Racial Essentialism?
Jennifer J. Tsai
The AMA Journal of Ethic (2022) Vol. 24, Iss. 3, pp. E201-211
Open Access | Times Cited: 18
Addressing Ethnicity in the Design and Evaluation of an Educational Intervention on Interindividual Variation in Pharmacokinetics
Jennifer Koenig, Olusola Olafuyi, Rakesh Patel
Pharmacology Research & Perspectives (2025) Vol. 13, Iss. 1
Open Access
How Representation Matters: Conceptualizing Systemic Racism to Develop Diversity Research Agendas for Undergraduate STEM Education
Quentin Sedlacek, Anthony Muro Villa, Michelle Friend, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 2
Open Access
Ancestry inferences from DNA testing results: The problem of sociogenetic essentialism
Kostas Kampourakis, Michal Fux
History & Philosophy of the Life Sciences (2025) Vol. 47, Iss. 2
Open Access
Students’ Understanding of the Dynamic Nature of Genetics: Characterizing Undergraduates’ Explanations for Interaction between Genetics and Environment
Michal Haskel‐Ittah, Ravit Golan Duncan, Anat Yarden
CBE—Life Sciences Education (2020) Vol. 19, Iss. 3, pp. ar37-ar37
Open Access | Times Cited: 23
Representation of Industry in Introductory Biology Textbooks: A Missed Opportunity to Advance STEM Learning
Sharotka M. Simon, Helen Meldrum, Eric Ndung’u, et al.
CBE—Life Sciences Education (2018) Vol. 17, Iss. 4, pp. ar61-ar61
Open Access | Times Cited: 23
From Basic to Humane Genomics Literacy
Brian Donovan, Monica Weindling, Dennis Lee
Science & Education (2020) Vol. 29, Iss. 6, pp. 1479-1511
Closed Access | Times Cited: 20
Genetics and Identity
Brian Donovan, Ross H. Nehm
Science & Education (2020) Vol. 29, Iss. 6, pp. 1451-1458
Open Access | Times Cited: 16
The Confounding of Race in High School Biology Textbooks, 2014–2019
John Willinsky
Science & Education (2020) Vol. 29, Iss. 6, pp. 1459-1476
Closed Access | Times Cited: 15
The practical utility of genetic screening in school settings
Jeffrey Shero, Wilhelmina van Dijk, Ashley A. Edwards, et al.
npj Science of Learning (2021) Vol. 6, Iss. 1
Open Access | Times Cited: 13
Using Culturally Relevant Pedagogy to Reconsider the Genetics Canon
Rachel A. Sparks, Kara Baldwin, Rebekka Darner
Journal of Microbiology and Biology Education (2020) Vol. 21, Iss. 1
Open Access | Times Cited: 13
Using the Controversy over Human Race to Introduce Students to the Identification and the Evaluation of Arguments
Pablo Antonio Archila, Jorge Molina, Giovanna Danies, et al.
Science & Education (2021) Vol. 31, Iss. 4, pp. 861-892
Open Access | Times Cited: 11
Science class as clinic: Why histories of segregated instruction matter for health equity reforms today
Kathryn L. Kirchgasler
Science Education (2022) Vol. 107, Iss. 1, pp. 42-70
Open Access | Times Cited: 8
Challenging Race-Based Medicine Through Historical Education About the Social Construction of Race
Allison L. Skinner, Kasheena G. Rogbeer, Apoorva Sarmal, et al.
Health Equity (2023) Vol. 7, Iss. 1, pp. 764-772
Open Access | Times Cited: 4
Unsung Psychology Pioneers: A Content Analysis of Who Makes History (and Who Doesn’t)
Leslie D. Cramblet Alvarez, Jonah L. Leach, Jerome L. Rodriguez, et al.
The American Journal of Psychology (2020) Vol. 133, Iss. 2, pp. 241-262
Closed Access | Times Cited: 11
Does Social Constructionist Curricula Both Decrease Essentialist and Increase Nominalist Beliefs About Race?
John Tawa
Science & Education (2020) Vol. 29, Iss. 6, pp. 1513-1540
Closed Access | Times Cited: 11
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