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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:

A lesson in bias: The relationship between implicit racial bias and performance in pedagogical contexts
Drew S. Jacoby-Senghor, Stacey Sinclair, J. Nicole Shelton
Journal of Experimental Social Psychology (2015) Vol. 63, pp. 50-55
Closed Access | Times Cited: 116

Showing 1-25 of 116 citing articles:

Teachers Are People Too: Examining the Racial Bias of Teachers Compared to Other American Adults
Jordan Starck, Travis Riddle, Stacey Sinclair, et al.
Educational Researcher (2020) Vol. 49, Iss. 4, pp. 273-284
Closed Access | Times Cited: 186
Bias in the Air: A Nationwide Exploration of Teachers’ Implicit Racial Attitudes, Aggregate Bias, and Student Outcomes
Mark J. Chin, David M. Quinn, Tasminda K. Dhaliwal, et al.
Educational Researcher (2020) Vol. 49, Iss. 8, pp. 566-578
Closed Access | Times Cited: 184
Scale dichotomization reduces customer racial discrimination and income inequality
Tristan L. Botelho, Sora Jun, Demetrius Humes, et al.
Nature (2025)
Open Access | Times Cited: 2
Examining Racial Bias in Education
Natasha Warikoo, Stacey Sinclair, Jessica Fei, et al.
Educational Researcher (2016) Vol. 45, Iss. 9, pp. 508-514
Closed Access | Times Cited: 102
Beyond students: how teacher psychology shapes educational inequality
Kate M. Turetsky, Stacey Sinclair, Jordan Starck, et al.
Trends in Cognitive Sciences (2021) Vol. 25, Iss. 8, pp. 697-709
Closed Access | Times Cited: 60
Disrupting Whitestream Measures of Quality Teaching: The Community Cultural Wealth of Teachers of Color
Rebeca Burciaga, Rita Kohli
Multicultural Perspectives (2018) Vol. 20, Iss. 1, pp. 5-12
Closed Access | Times Cited: 72
Teacher Racial/Ethnic Diversity: Distribution of Special and General Educators of Color Across Schools
Bonnie S. Billingsley, Elizabeth Bettini, Thomas O. Williams
Remedial and Special Education (2017) Vol. 40, Iss. 4, pp. 199-212
Closed Access | Times Cited: 67
Why do minority students feel they don’t fit in? Migration background and parental education differentially predict social ostracism and belongingness
Stefan Janke, Laura A. S. Messerer, Belinda Merkle, et al.
Group Processes & Intergroup Relations (2023) Vol. 27, Iss. 2, pp. 278-299
Open Access | Times Cited: 17
Quality and quantity: How contexts influence the emergence of teacher bias
Lewis Doyle, Peter R. Harris, Matthew J. Easterbrook
Social Psychology of Education (2024) Vol. 27, Iss. 4, pp. 1855-1882
Open Access | Times Cited: 7
Implicit racial biases are lower in more populous more diverse and less segregated US cities
Andrew J. Stier, Sina Sajjadi, Fariba Karimi, et al.
Nature Communications (2024) Vol. 15, Iss. 1
Open Access | Times Cited: 7
Implicit Bias, Moods, and Moral Responsibility
Alex Madva
Pacific philosophical quarterly (2017) Vol. 99, Iss. S1, pp. 53-78
Open Access | Times Cited: 60
Examining the Academic Motivation of a Diverse Student Population: A Consideration of Methodology
Tim Urdan, Kathryn Bruchmann
Educational Psychologist (2018) Vol. 53, Iss. 2, pp. 114-130
Closed Access | Times Cited: 54
Targeted identity-safety interventions cause lasting reductions in discipline citations among negatively stereotyped boys.
J. Parker Goyer, Geoffrey L. Cohen, Jonathan E. Cook, et al.
Journal of Personality and Social Psychology (2019) Vol. 117, Iss. 2, pp. 229-259
Open Access | Times Cited: 51
Educational attainment predicts negative perceptions women have of their own climate change knowledge
Kathryn R. Selm, M. Nils Peterson, George R. Hess, et al.
PLoS ONE (2019) Vol. 14, Iss. 1, pp. e0210149-e0210149
Open Access | Times Cited: 42
Racial Bias and Its Impact on Children and Adolescents
Tiffani J. Johnson
Pediatric Clinics of North America (2020) Vol. 67, Iss. 2, pp. 425-436
Closed Access | Times Cited: 37
The relation between teacher and child race, teacher perceptions of disruptive behavior, and exclusionary discipline in preschool
Sarah C. Wymer, Catherine M. Corbin, Amanda P. Williford
Journal of School Psychology (2021) Vol. 90, pp. 33-42
Closed Access | Times Cited: 30
Wading Through Quicksand: Making Sense of Minority Disproportionality in Identification of Emotional Disturbance
Amanda Sullivan
Behavioral Disorders (2017) Vol. 43, Iss. 1, pp. 244-252
Closed Access | Times Cited: 35
Implicit and explicit attitudes toward Turkish students in Germany as a function of teachers’ ethnicity
Hannah Kleen, Meike Bonefeld, Sabine Glock, et al.
Social Psychology of Education (2019) Vol. 22, Iss. 4, pp. 883-899
Closed Access | Times Cited: 35
The Right to Feel Comfortable: Implicit Bias and the Moral Potential of Discomfort
Ditte Marie Munch‐Jurišić
Ethical Theory and Moral Practice (2020) Vol. 23, Iss. 1, pp. 237-250
Open Access | Times Cited: 28
How does teacher bias influence students?: An introduction to the special issue on teachers’ implicit attitudes, instructional practices, and student outcomes
Jessica T. DeCuir‐Gunby, Vandna Gill Bindra
Learning and Instruction (2021) Vol. 78, pp. 101523-101523
Closed Access | Times Cited: 27
“Through Thick and Thin” How Black Educators Support Urban Students' Postsecondary Plans
Joseph Sageman
Sociological Inquiry (2025)
Open Access
Culturally Responsive Teaching Practices to Support Students with Visual Impairments
Molly Pasley, Gara Miranda, Eric Junco
Springer international handbooks of education (2025), pp. 1-17
Closed Access
Middle school students’ experiences with inequitable discipline practices in school: The elusive quest for cultural responsiveness
Dorinda J. Carter Andrews, Melissa Gutwein
Middle School Journal (2019) Vol. 51, Iss. 1, pp. 29-38
Open Access | Times Cited: 27
“Reclaiming My Time” Amid Organizational Change: A Dialectical Approach to Support the Thriving and Career Development for Faculty at the Margins
Tiffany J. Davis, Tomika W. Greer, Stephanie Sisco, et al.
Advances in Developing Human Resources (2020) Vol. 22, Iss. 1, pp. 23-40
Open Access | Times Cited: 25
Identity‐reframing interventions: How to effectively highlight individuals' background‐specific strengths
Christina Bauer, Gregory M. Walton
Social and Personality Psychology Compass (2023) Vol. 18, Iss. 1
Open Access | Times Cited: 8
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