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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:

Ethnic studies increases longer-run academic engagement and attainment
Sade Bonilla, Thomas S. Dee, Emily K. Penner
Proceedings of the National Academy of Sciences (2021) Vol. 118, Iss. 37
Open Access | Times Cited: 71

Showing 1-25 of 71 citing articles:

Where and with whom does a brief social-belonging intervention promote progress in college?
Gregory M. Walton, Mary C. Murphy, Christine Logel, et al.
Science (2023) Vol. 380, Iss. 6644, pp. 499-505
Closed Access | Times Cited: 60
The Impact of Implicit-Bias-Oriented Diversity Training on Police Officers’ Beliefs, Motivations, and Actions
Calvin K. Lai, Jaclyn A. Lisnek
Psychological Science (2023) Vol. 34, Iss. 4, pp. 424-434
Open Access | Times Cited: 34
Promoting adolescent adjustment by intervening in ethnic-racial identity development: Opportunities for developmental prevention science and considerations for a global theory of change
Adriana J. Umaña‐Taylor
International Journal of Behavioral Development (2023) Vol. 47, Iss. 4, pp. 352-365
Closed Access | Times Cited: 26
Teachers’ Implementation of the Identity Project Is Associated With Increases in U.S. High School Students’ Ethnic-Racial Identity Exploration
Adriana J. Umaña‐Taylor, Michael R. Sladek, M. Dalal Safa
Journal of Youth and Adolescence (2024) Vol. 53, Iss. 11, pp. 2519-2533
Closed Access | Times Cited: 9
Antiracist Curriculum and Digital Platforms: Evidence from Black Lives Matter
Saharsh Agarwal, Ananya Sen
Management Science (2022) Vol. 68, Iss. 4, pp. 2932-2948
Closed Access | Times Cited: 30
The Case for Preregistering Quasi-Experimental Program and Policy Evaluations
Thomas S. Dee
Evaluation Review (2025)
Closed Access
Culturally Relevant Pedagogy in K–12 Online Learning: A Systematic Review
Samantha Viano, Jennifer Darling‐Aduana
Review of Educational Research (2025)
Closed Access
Racial and Ethnic Representation in Literature Taught in US High Schools
Li Lucy, Camilla Griffiths, C Ying, et al.
Journal of Cultural Analytics (2025)
Open Access
Who Gets to Belong in College? An Empirical Review of How Institutions Can Assess and Expand Opportunities for Belonging on Campus
Kathryn M. Kroeper, Maithreyi Gopalan, Katherine T. U. Emerson, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 2
Closed Access
Targeting ethnic-racial identity development and academic engagement in tandem through curriculum
Kristia A. Wantchekon, Adriana J. Umaña‐Taylor
Journal of School Psychology (2024) Vol. 103, pp. 101292-101292
Closed Access | Times Cited: 4
Promoting Identity Development, Multicultural Attitudes, and Civic Engagement Through Ethnic Studies: Evidence From a Natural Experiment
Sarah Gillespie, Mirinda M. Morency, Elizabeth Fajemirokun, et al.
Child Development (2025)
Open Access
Race-reimaged self-determination theory: Elucidating how ethnic studies promotes student identity and learning outcomes using mixed-methods
Francesca López, Norma González, Rosario Hutchings, et al.
Contemporary Educational Psychology (2022) Vol. 71, pp. 102119-102119
Closed Access | Times Cited: 18
Let’s face it, the racial politics are always there: A critical race approach to policy implementation in the wake of anti-CRT rhetoric
Anjalé D. Welton, Sarah Diem, Sarah Lent
Education Policy Analysis Archives (2023) Vol. 31
Open Access | Times Cited: 10
White Christian Nationalism and Youth Development in the USA
Andrew Nalani, Hirokazu Yoshikawa
Society (2023) Vol. 60, Iss. 4, pp. 551-565
Closed Access | Times Cited: 9
The promise of leveraging social identities in interventions to enhance the well‐being and lives of adolescents
Adam J. Hoffman, Adriana J. Umaña‐Taylor
Child Development Perspectives (2023) Vol. 17, Iss. 3-4, pp. 129-135
Closed Access | Times Cited: 9
Key lessons from research about project-based teaching and learning
Anna Rosevsky Saavedra, Amie Rapaport
Phi Delta Kappan (2024) Vol. 105, Iss. 5, pp. 19-25
Closed Access | Times Cited: 3
It's not what you say it's what you do: School diversity ideologies and adolescent mental health and academic engagement
Jane Leer, Sarah E. Gaither, Anna Gassman‐Pines
Journal of Research on Adolescence (2024)
Open Access | Times Cited: 3
The Challenges of Engaging in Conversations and Activities Focused on Race, Ethnicity, and Identity in the Classroom: Learning from U.S. Based Teachers
Megan Satterthwaite‐Freiman, Kristia A. Wantchekon, Gladys Aguilar, et al.
Identity (2024) Vol. 24, Iss. 4, pp. 353-378
Closed Access | Times Cited: 2
Psychological and Academic Adaptation Through Universal Ethnic Studies Classes: Results of a Natural Experiment
Sarah Gillespie, Mirinda M. Morency, Emily Ying Yang Chan, et al.
Journal of Youth and Adolescence (2024) Vol. 53, Iss. 11, pp. 2572-2588
Closed Access | Times Cited: 2
Ethnic-Racial Identity Developmental Trajectories Across the Transition to College
Michael R. Sladek, Michaela Gusman, Leah D. Doane
Journal of Youth and Adolescence (2023) Vol. 52, Iss. 4, pp. 880-898
Open Access | Times Cited: 6
Reimagining Civic Education
Matthew D. Nelsen
Oxford University Press eBooks (2023), pp. 31-51
Closed Access | Times Cited: 6
Engaging girls in math: The unequal effects of text messaging to help parents support early math development
Christopher Doss, Hans Fricke, Susanna Loeb, et al.
Economics of Education Review (2022) Vol. 88, pp. 102262-102262
Closed Access | Times Cited: 10
An Organizing Framework for Teaching Practices that Can “Expand” the Self and Address Social Identity Concerns
Eric Smith, David S. Yeager, Carol S. Dweck, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2197-2219
Closed Access | Times Cited: 10
The Color of Civics
Matthew D. Nelsen
Oxford University Press eBooks (2023)
Closed Access | Times Cited: 4
Intersectionality in Educational Psychology and Curriculum Studies: A Critical Review
Anna Y. Zhang, Ge Gao
(2024) Vol. 4, Iss. 1, pp. 1-14
Open Access | Times Cited: 1
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