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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:

The Development of Math–Race Stereotypes: “They Say Chinese People Are the Best at Math”
Dario Cvencek, Na’ilah Suad Nasir, Kathleen O’Connor, et al.
Journal of Research on Adolescence (2014) Vol. 25, Iss. 4, pp. 630-637
Closed Access | Times Cited: 106

Showing 1-25 of 106 citing articles:

Computing whether she belongs: Stereotypes undermine girls’ interest and sense of belonging in computer science.
Allison Master, Sapna Cheryan, Andrew N. Meltzoff
Journal of Educational Psychology (2015) Vol. 108, Iss. 3, pp. 424-437
Open Access | Times Cited: 472
Devalued Black and Latino Racial Identities
Ebony O. McGee
American Educational Research Journal (2016) Vol. 53, Iss. 6, pp. 1626-1662
Closed Access | Times Cited: 335
The Troubled Success of Black Women in STEM
Ebony O. McGee, Lydia Bentley
Cognition and Instruction (2017) Vol. 35, Iss. 4, pp. 265-289
Closed Access | Times Cited: 249
The Vicious Cycle Linking Stereotypes and Social Roles
Alice H. Eagly, Anne M. Koenig
Current Directions in Psychological Science (2021) Vol. 30, Iss. 4, pp. 343-350
Closed Access | Times Cited: 109
Novice Programmers and Introductory Programming
Anthony Robins
Cambridge University Press eBooks (2019), pp. 327-376
Closed Access | Times Cited: 139
"I Don't Code All Day"
Colleen M. Lewis, Ruth Anderson, Ken Yasuhara
(2016)
Open Access | Times Cited: 124
Racial and Gender Identity Among Black Adolescent Males: An Intersectionality Perspective
Leoandra Onnie Rogers, Marc Scott, Niobe Way
Child Development (2014) Vol. 86, Iss. 2, pp. 407-424
Closed Access | Times Cited: 112
Developmental trajectories of math anxiety during adolescence: Associations with STEM career choice
Wondimu Ahmed
Journal of Adolescence (2018) Vol. 67, Iss. 1, pp. 158-166
Closed Access | Times Cited: 105
The Cambridge Handbook of Computing Education Research
Sally Fincher, Sally Fincher, Sally Fincher, et al.
Cambridge University Press eBooks (2019)
Closed Access | Times Cited: 102
Toward an Intersectional Approach in Developmental Science
Negin Ghavami, Dalal Katsiaficas, Leoandra Onnie Rogers
Advances in child development and behavior (2016), pp. 31-73
Closed Access | Times Cited: 98
Self‐Concepts, Self‐Esteem, and Academic Achievement of Minority and Majority North American Elementary School Children
Dario Cvencek, Stephanie A. Fryberg, Rebecca Covarrubias, et al.
Child Development (2017) Vol. 89, Iss. 4, pp. 1099-1109
Closed Access | Times Cited: 97
Gender Stereotypes Influence Children’s STEM Motivation
Allison Master
Child Development Perspectives (2021) Vol. 15, Iss. 3, pp. 203-210
Closed Access | Times Cited: 79
The Bidirectional Relations Between Parental Autonomy Support, Gratitude and Academic Engagement in Chinese Adolescents
Teng Chen, Ruibo Xie, Y. Richard Chen, et al.
Journal of Youth and Adolescence (2025)
Closed Access | Times Cited: 1
Is gender more important and meaningful than race? An analysis of racial and gender identity among Black, White, and mixed-race children.
Leoandra Onnie Rogers, Andrew N. Meltzoff
Cultural Diversity & Ethnic Minority Psychology (2016) Vol. 23, Iss. 3, pp. 323-334
Open Access | Times Cited: 73
Test–retest reliability and predictive validity of the Implicit Association Test in children.
James R. Rae, Kristina R. Olson
Developmental Psychology (2017) Vol. 54, Iss. 2, pp. 308-330
Open Access | Times Cited: 67
Computational Thinking
Paul Curzon, Tim Bell, Jane Waite, et al.
Cambridge University Press eBooks (2019), pp. 513-546
Closed Access | Times Cited: 58
“Asians Are Good at Math” Is Not a Compliment: STEM Success as a Threat to Personhood
Niral Shah
Harvard Educational Review (2019) Vol. 89, Iss. 4, pp. 661-686
Closed Access | Times Cited: 55
Exploring the nature of math anxiety in young children: Intensity, prevalence, reasons
Monika Szczygieł, Barbara Pieronkiewicz
Mathematical Thinking and Learning (2021) Vol. 24, Iss. 3, pp. 248-266
Closed Access | Times Cited: 53
Programming Paradigms and Beyond
Shriram Krishnamurthi, Kathi Fisler
Cambridge University Press eBooks (2019), pp. 377-413
Closed Access | Times Cited: 54
The History of Computing Education Research
Mark Guzdial, Benedict du Boulay
Cambridge University Press eBooks (2019), pp. 11-39
Closed Access | Times Cited: 49
Tangible Computing
Michael Horn, Marina Umaschi Bers
Cambridge University Press eBooks (2019), pp. 663-678
Closed Access | Times Cited: 48
Stereotype Threat in High School Classrooms: How It Links to Teacher Mindset Climate, Mathematics Anxiety, and Achievement
Eunjin Seo, You‐kyung Lee
Journal of Youth and Adolescence (2021) Vol. 50, Iss. 7, pp. 1410-1423
Open Access | Times Cited: 36
Meta-Analytic Use of Balanced Identity Theory to Validate the Implicit Association Test
Dario Cvencek, Andrew N. Meltzoff, Craig D. Maddox, et al.
Personality and Social Psychology Bulletin (2020) Vol. 47, Iss. 2, pp. 185-200
Open Access | Times Cited: 38
Effects of Diverse STEM Role Model Videos in Promoting Adolescents’ Identification
Jocelyn Steinke, Brooks Applegate, Jay R. Penny, et al.
International Journal of Science and Mathematics Education (2021) Vol. 20, Iss. 2, pp. 255-276
Closed Access | Times Cited: 29
Urban Middle School Students’ Stereotypes at the Intersection of Sexual Orientation, Ethnicity, and Gender
Negin Ghavami, Letitia Anne Peplau
Child Development (2017) Vol. 89, Iss. 3, pp. 881-896
Closed Access | Times Cited: 39
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