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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:

How implicit racial bias and concern about appearing racist shape K-12 teachers’ race talk with students
Linda R. Tropp, Christina L. Rucinski
Social Psychology of Education (2022) Vol. 25, Iss. 4, pp. 697-717
Closed Access | Times Cited: 13

Showing 13 citing articles:

Who you know influences where you go: Intergroup contact attenuates bias in trainee teachers' school preferences
Lewis Doyle, Matthew J. Easterbrook, Linda R. Tropp
British Journal of Social Psychology (2024) Vol. 63, Iss. 3, pp. 1497-1514
Open Access | Times Cited: 6
Promoting Awareness and Self-Efficacy for Culturally Responsive Teaching of Pre-Service Teachers Through the Identity Project – a Mixed Methods Study
Sharleen Pevec, Linda P. Juang, Maja K. Schachner
Identity (2024) Vol. 24, Iss. 4, pp. 288-306
Open Access | Times Cited: 6
Examining How White Teachers’ Interracial Contact Experiences Shape Their Self-Efficacy and School Choices
Lewis Doyle, Linda R. Tropp, Matthew J. Easterbrook
Educational Researcher (2025)
Closed Access
The global reach of colorblind racism in education: exemplars from three country contexts
Andrew Webb, Anne Williford, Layal Kasselias Wiltgren, et al.
Race Ethnicity and Education (2025), pp. 1-21
Closed Access
Knowledge and comfort predict teaching about sexism in school teachers
Aífe Hopkins-Doyle, Lindsey Cameron, Lauren Spinner, et al.
Social Psychology of Education (2025) Vol. 28, Iss. 1
Open Access
Teachers’ responses to racism and racist bullying in Dutch primary schools
Karen M. A. Sieben-Aduful, Roy A. Willems, Trijntje Völlink, et al.
Frontiers in Psychology (2025) Vol. 15
Open Access
Do my students think I am racist? Effects on teacher self-efficacy, stress, job satisfaction and supporting students in culturally diverse classrooms
Sophie Hölscher, Nadya Gharaei, Maja K. Schachner, et al.
Teaching and Teacher Education (2023) Vol. 138, pp. 104425-104425
Open Access | Times Cited: 7
Building an Evidence Base for Professional Learning in Prejudice Reduction, Racial Bias, and Antiracism in Schools: Slow Motion is better than No Motion
Jamilia J. Blake, Pamela Fenning, Shane R. Jimerson
School Psychology Review (2024) Vol. 53, Iss. 4, pp. 341-353
Closed Access | Times Cited: 2
Teachers’ beliefs, values, and likelihood of talking about group-based discrimination
Elise M. Kaufman, Jacquelyn Glidden, Melanie Killen
Teaching and Teacher Education (2023) Vol. 139, pp. 104444-104444
Open Access | Times Cited: 4
Children’s Perspectives on Fairness and Inclusivity in the Classroom
Elise M. Kaufman, Melanie Killen
The Spanish Journal of Psychology (2022) Vol. 25
Open Access | Times Cited: 7
The Importance of Ethnic-Racialized Identities to Becoming and Being Culturally Responsive and Equity Minded Educators
Linda P. Juang, C. Philip Hwang
Identity (2024) Vol. 24, Iss. 4, pp. 257-268
Open Access | Times Cited: 1
Racial and gender education in the early school years: An examination of teachers’ reactions to discrimination
Jayley Janssen, Tracy L. Spinrad, Larissa M. Gaias, et al.
Teaching and Teacher Education (2024) Vol. 151, pp. 104743-104743
Closed Access
Teacher Confidence and Practices When Referring Students From Culturally and Linguistically Diverse Populations for Speech and Language Services: A Case Study
Karen Davis, David Watson
Perspectives of the ASHA Special Interest Groups (2024), pp. 1-11
Closed Access
Teachers’ responses to ethnic discrimination: An exploratory study in Flemish secondary schools
Marloes Hagenaars, Naïma Lafrarchi, Wendelien Vantieghem, et al.
British Educational Research Journal (2023) Vol. 50, Iss. 1, pp. 112-133
Open Access | Times Cited: 1
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