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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:

Outperforming yet undervalued: Undergraduate women in STEM
Brittany Bloodhart, Meena M. Balgopal, Anne Marie Casper, et al.
PLoS ONE (2020) Vol. 15, Iss. 6, pp. e0234685-e0234685
Open Access | Times Cited: 120

Showing 1-25 of 120 citing articles:

Citation inequity and gendered citation practices in contemporary physics
Erin G. Teich, Jason Z. Kim, Christopher W. Lynn, et al.
Nature Physics (2022) Vol. 18, Iss. 10, pp. 1161-1170
Open Access | Times Cited: 82
Bias in physics peer recognition does not explain gaps in perceived peer recognition
Meagan Sundstrom, N. G. Holmes
Nature Physics (2025)
Closed Access | Times Cited: 2
Perceptions of Barriers to Career Progression for Academic Women in STEM
Christine O’Connell, Merryn McKinnon
Societies (2021) Vol. 11, Iss. 2, pp. 27-27
Open Access | Times Cited: 62
Analysis of barriers, supports and gender gap in the choice of STEM studies in secondary education
Noemí Merayo, Alba Ayuso Lanchares
International Journal of Technology and Design Education (2022) Vol. 33, Iss. 4, pp. 1471-1498
Open Access | Times Cited: 44
Who Speaks and Who Listens: Revisiting the Chilly Climate in College Classrooms
Jennifer Jiwon Lee, Janice McCabe
Gender & Society (2020) Vol. 35, Iss. 1, pp. 32-60
Closed Access | Times Cited: 64
Understanding and Addressing Gender‐Based Inequities in STEM: Research Synthesis and Recommendations for U.S. K‐12 Education
Sophie L. Kuchynka, Asia A. Eaton, Luis M. Rivera
Social Issues and Policy Review (2022) Vol. 16, Iss. 1, pp. 252-288
Closed Access | Times Cited: 34
Sexual and gender minority undergraduates’ relationships and strategies for managing fit in STEM
Rebecca Campbell‐Montalvo, Mya Malaykhan, Chrystal A. S. Smith, et al.
PLoS ONE (2022) Vol. 17, Iss. 3, pp. e0263561-e0263561
Open Access | Times Cited: 22
Evaluating the role of student preference in physics lab group equity
N. G. Holmes, Grace Heath, Katelynn Hubenig, et al.
Physical Review Physics Education Research (2022) Vol. 18, Iss. 1
Open Access | Times Cited: 21
Gender gaps in Mathematics and Language: The bias of competitive achievement tests
Óscar Arias Rojas, Catalina Canals, Alejandra Mizala, et al.
PLoS ONE (2023) Vol. 18, Iss. 3, pp. e0283384-e0283384
Open Access | Times Cited: 12
Empowering Undergraduate Women in Science, Technology, Engineering, Mathematics, and Medicine: Exploring Experiences, Fostering Motivation, and Advancing Gender Equity
Matthew J. Phillips
Social Sciences (2024) Vol. 13, Iss. 2, pp. 74-74
Open Access | Times Cited: 4
Who and what gets recognized in peer recognition
Meagan Sundstrom, L. N. Simpfendoerfer, Annie Tan, et al.
Physical Review Physics Education Research (2024) Vol. 20, Iss. 1
Open Access | Times Cited: 4
Supporting female and gender diverse students in undergraduate STEM courses through enhancing self-efficacy
Gintarė Lübeck, Michael K. Seery, Barry J. Ryan
Teaching in Higher Education (2025), pp. 1-24
Closed Access
The influence of a STEM unit on the interest in and understanding of science and engineering between elementary school girls and boys
Tracy Hewitt, Frank L. Forcino
Discover Education (2025) Vol. 4, Iss. 1
Open Access
Relationship between procrastination, time management, personality, and psychological distress in higher education
Adrien Faure-Carvallo, Sergio Nieto-Fernández, Caterina Calderón, et al.
Journal of Further and Higher Education (2025), pp. 1-13
Closed Access
Bystanders to Bias: Witnessing Gendered Microaggressions Affects Men’s and Women’s Outcomes in STEM Small Group Contexts
Nadia Vossoughi, Logan C. Burley, Ryan P. Foley, et al.
Behavioral Sciences (2025) Vol. 15, Iss. 2, pp. 215-215
Open Access
Breaking Barriers to Unleash STEM Futures by Empowering Girls Through Mentorship in Summer Camps
María Martín-Peciña, Antonio Quesada, Ana María Abril Gallego, et al.
Education Sciences (2025) Vol. 15, Iss. 2, pp. 242-242
Open Access
What correlates with persistence of women in physics?
Maxwell Franklin, Eric Brewe
Physical Review Physics Education Research (2025) Vol. 21, Iss. 1
Open Access
Mathematics education and technology: Bibliometric analysis and systematic review (2000-2024)
Lizzeth Navarro-Ibarra, Omar Cuevas Salazar, Laura Lillian Acuña-Michel, et al.
Eurasia Journal of Mathematics Science and Technology Education (2025) Vol. 21, Iss. 3, pp. em2607-em2607
Open Access
Supporting Girls' Engineering Habits of Mind With STEM Education
Ahmet Erol, Mustafa Erol, Merve Canbeldek
Psychology in the Schools (2025)
Closed Access
Power in Numbers
Sharon Lauricella, Shajeena Balasingham, Andrea Eymann, et al.
IGI Global eBooks (2025), pp. 141-166
Closed Access
El Concurso Público de Méritos 2024, ¿otra oportunidad perdida para la equidad de género?
Isabel Hoyos, Boris A. Rodríguez
(2025), Iss. 92
Closed Access
Examining the effects of lab instruction and gender composition on intergroup interaction networks in introductory physics labs
Meagan Sundstrom, David G. Wu, Cole Walsh, et al.
Physical Review Physics Education Research (2022) Vol. 18, Iss. 1
Open Access | Times Cited: 17
Retention in the early STEM career: The role of gendered intentions and first STEM employment
Rachel Karen, Rui Jie Peng, Jennifer Glass
Social Science Research (2025) Vol. 128, pp. 103161-103161
Closed Access
Bibliometric Analysis of Women in STEM and Engineering
Bruna Camila Francisco de Castro, Thamyres Machado David, Anny Carolyne Oliveira Lima Santos, et al.
Science & Technology Libraries (2025), pp. 1-23
Closed Access
Taking on a manager role can support women’s physics lab identity development
Emily M. Stump, Matthew Dew, Sophia Jeon, et al.
Physical Review Physics Education Research (2023) Vol. 19, Iss. 1
Open Access | Times Cited: 9
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