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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 Vicious Cycle
Jason A. Okonofua, Gregory M. Walton, Jennifer L. Eberhardt
Perspectives on Psychological Science (2016) Vol. 11, Iss. 3, pp. 381-398
Closed Access | Times Cited: 278

Showing 26-50 of 278 citing articles:

Barriers and Boosts: Using Inequity Frames Theory to Expand Understanding of Mechanisms of Race and Gender Inequity
L Taylor Phillips, Sora Jun, Angela Shakeri
Academy of Management Annals (2022) Vol. 16, Iss. 2, pp. 547-587
Closed Access | Times Cited: 30
Navigating Tensions in School Discipline: Examining School Leaders, Teachers, and the Conversion of Referrals into Suspensions
Richard O. Welsh
American Journal of Education (2023) Vol. 129, Iss. 2, pp. 237-264
Closed Access | Times Cited: 21
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
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
Suspended Attitudes: Exclusion and Emotional Disengagement from School
Jaymes Pyne
Sociology of Education (2018) Vol. 92, Iss. 1, pp. 59-82
Open Access | Times Cited: 48
Trends in Student Social-Emotional Learning: Evidence From the First Large-Scale Panel Student Survey
Martin R. West, Libby Pier, Hans Fricke, et al.
Educational Evaluation and Policy Analysis (2020) Vol. 42, Iss. 2, pp. 279-303
Closed Access | Times Cited: 47
When policy and psychology meet: Mitigating the consequences of bias in schools
Jason A. Okonofua, Amanda D. Perez, Sean Darling-Hammond
Science Advances (2020) Vol. 6, Iss. 42
Open Access | Times Cited: 47
Reappraising academic and social adversity improves middle school students’ academic achievement, behavior, and well-being
Geoffrey D. Borman, Christopher S. Rozek, Jaymes Pyne, et al.
Proceedings of the National Academy of Sciences (2019) Vol. 116, Iss. 33, pp. 16286-16291
Open Access | Times Cited: 46
School Deferred: When Bias Affects School Leaders
Shoshana N. Jarvis, Jason A. Okonofua
Social Psychological and Personality Science (2019) Vol. 11, Iss. 4, pp. 492-498
Open Access | Times Cited: 45
Focused Classroom Coaching and Widespread Racial Equity in School Discipline
Anne Gregory, Erik Ruzek, Jamie DeCoster, et al.
AERA Open (2019) Vol. 5, Iss. 4
Open Access | Times Cited: 45
“Hey, Black Child. Do You Know Who You Are?” Using African Diaspora Literacy to Humanize Blackness in Early Childhood Education
Kamania Wynter‐Hoyte, Mukkaramah Smith
Journal of Literacy Research (2020) Vol. 52, Iss. 4, pp. 406-431
Closed Access | Times Cited: 41
The Dimensions of School Discipline: Toward a Comprehensive Framework for Measuring Discipline Patterns and Outcomes in Schools
Luis A. Rodríguez, Richard O. Welsh
AERA Open (2022) Vol. 8
Closed Access | Times Cited: 26
Adding Color to My Tears: Toward a Theoretical Framework for Antiblackness in School Discipline
Neha Sobti, Richard O. Welsh
Educational Researcher (2023) Vol. 52, Iss. 8, pp. 500-511
Closed Access | Times Cited: 14
There Is Such a Thing as a Free Lunch: School Meals, Stigma, and Student Discipline
Thurston Domina, Leah Clark, Vitaly Radsky, et al.
American Educational Research Journal (2024) Vol. 61, Iss. 2, pp. 287-327
Open Access | Times Cited: 5
There Are No Bad Kids: An Antiracist Approach to Oppositional Defiant Disorder
Rupinder Legha
PEDIATRICS (2025) Vol. 155, Iss. 2
Closed Access
An Empathy Intervention Reduces the Gender Gap in School Discipline and Facilitates Belonging
Lewis Doyle, Peter R. Harris, Matthew J. Easterbrook
European Journal of Social Psychology (2025)
Open Access
Racialized reprimands: A mobile eye-tracking study on teachers’ responses to students’ norm-violating behaviors
Blake D. Ebright-Jones, Kai S. Cortina, Nicole Mahler, et al.
Contemporary Educational Psychology (2025) Vol. 80, pp. 102351-102351
Closed Access
Global Value Chains and Racial Labor Market Inequalities in the United States, 1979-2017
Manjing Gao, Matthew C. Mahutga, Ronald Kwon
Research in Social Stratification and Mobility (2025), pp. 101023-101023
Open Access
An Analysis of Teachers’ Equity in Office Discipline Referrals
Sean C. Austin, Kent McIntosh, Keith Smolkowski, et al.
Journal of Educational and Psychological Consultation (2025), pp. 1-29
Closed Access
On the margin: Who receives a juvenile referral in school and what effect does it have?
Lucy C. Sorensen, Andrea M. Headley, Stephen Holt
Journal of Policy Analysis and Management (2025)
Closed Access
School resource officers, safety, and discipline: Perceptions and experiences across racial/ethnic groups in Minnesota secondary schools
Christen Pentek, Marla E. Eisenberg
Children and Youth Services Review (2018) Vol. 88, pp. 141-148
Closed Access | Times Cited: 46
Persistence Mindset among Adolescents: Who Benefits from the Message that Academic Struggles are Normal and Temporary?
Kevin R. Binning, Ming‐Te Wang, Jamie Amemiya
Journal of Youth and Adolescence (2018) Vol. 48, Iss. 2, pp. 269-286
Closed Access | Times Cited: 40
Understanding Classroom Bullying Climates: the Role of Student Body Composition, Relationships, and Teaching Quality
Lars Dietrich, Jonathan Cohen
International Journal of Bullying Prevention (2019) Vol. 3, Iss. 1, pp. 34-47
Open Access | Times Cited: 36
What can experimental studies of bias tell us about real-world group disparities?
Joseph Cesario
Behavioral and Brain Sciences (2021) Vol. 45
Closed Access | Times Cited: 32
Exclusionary Discipline Policies, School-Police Partnerships, Surveillance Technologies and Disproportionality: A Review of the School to Prison Pipeline Literature
Julissa O. Muñiz
The Urban Review (2021) Vol. 53, Iss. 5, pp. 735-760
Closed Access | Times Cited: 30

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