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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:

Adults and children implicitly associate brilliance with men more than women
Daniel Storage, Tessa Elizabeth Sadie Charlesworth, Mahzarin R. Banaji, et al.
Journal of Experimental Social Psychology (2020) Vol. 90, pp. 104020-104020
Closed Access | Times Cited: 94

Showing 1-25 of 94 citing articles:

Gender Inclusion and Fit in STEM
Toni Schmader
Annual Review of Psychology (2022) Vol. 74, Iss. 1, pp. 219-243
Open Access | Times Cited: 76
Women—particularly underrepresented minority women—and early-career academics feel like impostors in fields that value brilliance.
Melis Muradoglu, Zachary Horne, Matthew D. Hammond, et al.
Journal of Educational Psychology (2021) Vol. 114, Iss. 5, pp. 1086-1100
Open Access | Times Cited: 66
Professors Who Signal a Fixed Mindset About Ability Undermine Women’s Performance in STEM
Elizabeth A. Canning, Elise Ozier, Heidi E. Williams, et al.
Social Psychological and Personality Science (2021) Vol. 13, Iss. 5, pp. 927-937
Closed Access | Times Cited: 59
The stereotype that girls lack talent: A worldwide investigation
Clotilde Napp, Thomas Breda
Science Advances (2022) Vol. 8, Iss. 10
Open Access | Times Cited: 42
Women at Work: Pathways from Gender Stereotypes to Gender Bias and Discrimination
Madeline E. Heilman, Suzette Caleo, Francesca Manzi
Annual Review of Organizational Psychology and Organizational Behavior (2023) Vol. 11, Iss. 1, pp. 165-192
Open Access | Times Cited: 39
Lost opportunities: How gendered arrangements harm men
Orly Bareket, Susan T. Fiske
Proceedings of the National Academy of Sciences (2025) Vol. 122, Iss. 5
Open Access | Times Cited: 1
Gender Differences in Self-Estimated Intelligence: Exploring the Male Hubris, Female Humility Problem
David Reilly, David L. Neumann, Glenda Andrews
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 37
An Emphasis on Brilliance Fosters Masculinity-Contest Cultures
Andrea C. Vial, Melis Muradoglu, George E. Newman, et al.
Psychological Science (2022) Vol. 33, Iss. 4, pp. 595-612
Closed Access | Times Cited: 34
Tech-Savvy Men and Caring Women: Middle School Students’ Gender Stereotypes Predict Interest in Tech-Education
Una Tellhed, Fredrik Björklund, Kalle Kallio Strand
Sex Roles (2023) Vol. 88, Iss. 7-8, pp. 307-325
Open Access | Times Cited: 17
Undergraduate Lay Theories of Abilities: Mindset, universality, and brilliance beliefs uniquely predict undergraduate educational outcomes
Lisa B. Limeri, Nathan T. Carter, Franchesca Lyra, et al.
CBE—Life Sciences Education (2023) Vol. 22, Iss. 4
Open Access | Times Cited: 16
Academics as Agentic Superheroes: Female academics’ lack of fit with the agentic stereotype of success limits their career advancement
Ruth van Veelen, Belle Derks
British Journal of Social Psychology (2021) Vol. 61, Iss. 3, pp. 748-767
Closed Access | Times Cited: 40
Teachers’ race and gender biases and the moderating effects of their beliefs and dispositions
Yasemin Copur‐Gencturk, Ian Thacker, Joseph R. Cimpian
International Journal of STEM Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 15
Facial dominance overrides gender in children’s stereotypes about intelligence
Ryno Kruger, Stella F. Lourenco
Scientific Reports (2025) Vol. 15, Iss. 1
Open Access
Problem Solving Strategies as Gendered: Views from Mathematics Teachers
Juhaina Awawdeh Shahbari, Laurie H. Rubel
International Journal of Science and Mathematics Education (2025)
Closed Access
Bias, Discrimination and Decision‐Making

(2025), pp. 29-50
Closed Access
Sixty years of gender representation in children’s books: Conditions associated with overrepresentation of male versus female protagonists
Kennedy Casey, Kylee Novick, Stella F. Lourenco
PLoS ONE (2021) Vol. 16, Iss. 12, pp. e0260566-e0260566
Open Access | Times Cited: 30
The acquisition of the gender‐brilliance stereotype: Age trajectory, relation to parents' stereotypes, and intersections with race/ethnicity
Siqi Zhao, Peipei Setoh, Daniel Storage, et al.
Child Development (2022) Vol. 93, Iss. 5
Open Access | Times Cited: 20
Who makes AI? Gender and portrayals of AI scientists in popular film, 1920–2020
Stephen Cave, Kanta Dihal, Eleanor Drage, et al.
Public Understanding of Science (2023) Vol. 32, Iss. 6, pp. 745-760
Open Access | Times Cited: 11
“You need to be super smart to do well in math!” Young children's field‐specific ability beliefs
Jalisha B. Jenifer, Jilana Jaxon, Susan C. Levine, et al.
Developmental Science (2023) Vol. 27, Iss. 1
Open Access | Times Cited: 9
Children and adolescents rectify unequal allocations of leadership duties in the classroom
Melanie Killen, Amanda R. Burkholder, Elizabeth Brey, et al.
Child Development (2024) Vol. 95, Iss. 6, pp. 1950-1966
Open Access | Times Cited: 3
Brilliance as gender deviance: Gender-role incongruity as another barrier to women's success in academic fields
Boglárka Nyúl, Inna Ksenofontov, Alexandra Fleischmann, et al.
Journal of Experimental Social Psychology (2024) Vol. 116, pp. 104680-104680
Open Access | Times Cited: 3
An apercu of the current status of women in ocean science
L. Anthea Brooks, Itahisa Déniz-González
Pure and Applied Chemistry (2021) Vol. 93, Iss. 8, pp. 869-884
Open Access | Times Cited: 21
Gender bias in special issues: evidence from a bibliometric analysis
Magdalena Formanowicz, Marta Witkowska, Weronika Hryniszak, et al.
Scientometrics (2023) Vol. 128, Iss. 4, pp. 2283-2299
Open Access | Times Cited: 7
Engineering social concepts: Feasibility and causal models
Eleonore Neufeld
Philosophy and Phenomenological Research (2024)
Open Access | Times Cited: 2
“Only some can succeed Here”: A mixed methods study of how faculty unproductive mindsets relate to Gender, Racial, and First-Gen representation in higher education
Luke D. Rutten, Allison Zengilowski, Franchesca Lyra, et al.
Contemporary Educational Psychology (2024), pp. 102319-102319
Open Access | Times Cited: 2
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