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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:

Empathy Intervention to Reduce Implicit Bias in Pre-Service Teachers
Denise K. Whitford, Andrea M. Emerson
Psychological Reports (2018) Vol. 122, Iss. 2, pp. 670-688
Closed Access | Times Cited: 114

Showing 1-25 of 114 citing articles:

Implicit measures of teachers' attitudes and stereotypes, and their effects on teacher practice and student outcomes: A review
Eddie Denessen, Lisette Hornstra, Linda van den Bergh, et al.
Learning and Instruction (2020) Vol. 78, pp. 101437-101437
Open Access | Times Cited: 81
Social Emotional Learning in Schools: The Importance of Educator Competence
Belinda Gimbert, Dustin Miller, Emily Herman, et al.
Journal of Research on Leadership Education (2021) Vol. 18, Iss. 1, pp. 3-39
Closed Access | Times Cited: 68
The Implicit Association Test in health professions education: A meta-narrative review
Javeed Sukhera, Michael Wodzinski, Maham Rehman, et al.
Perspectives on Medical Education (2019) Vol. 8, Iss. 5, pp. 267-275
Open Access | Times Cited: 71
Good Intentions Are Not Enough: Centering Equity in School Discipline Reform
Anne Gregory, David Osher, George G. Bear, et al.
School Psychology Review (2021) Vol. 50, Iss. 2-3, pp. 206-220
Closed Access | Times Cited: 48
Explicit and implicit weight bias among health care students: a cross-sectional study of 39 Australian universities
Ravisha S. Jayawickrama, Moira O’Connor, Stuart W. Flint, et al.
EClinicalMedicine (2023) Vol. 58, pp. 101894-101894
Open Access | Times Cited: 18
Video games for good: Active perspective-taking fosters empathy and reduces implicit bias toward gendered violence victims
Sweeney Jing Li, Zeph M. C. van Berlo
Entertainment Computing (2025) Vol. 53, pp. 100928-100928
Open Access
Examining Black adolescents’ perceptions of in-school racial discrimination: The role of teacher support on academic outcomes
Adrian Gale
Children and Youth Services Review (2020) Vol. 116, pp. 105173-105173
Closed Access | Times Cited: 39
The Effects of Student–Teacher Ethnoracial Matching on Exclusionary Discipline for Asian American, Black, and Latinx Students: Evidence From New York City
Matthew Shirrell, Travis J. Bristol, Tolani Britton
Educational Evaluation and Policy Analysis (2023) Vol. 46, Iss. 3, pp. 555-580
Closed Access | Times Cited: 13
A systematic review of research on how initial teacher education prepares teachers for work on discrimination, racism and prejudices in schools
Serap Keles, Elaine Munthe
Review of Education (2025) Vol. 13, Iss. 1
Closed Access
How Teachers' Mindsets of Empathy Influence Compassion Fatigue: Serial Mediating Roles of Empathy and Professional Identity Among Chinese Kindergarten Teachers
Fangyan Chen, Yabo Ge, Yiwen Zhang, et al.
Psychology in the Schools (2025)
Closed Access
Lessons learned from family-school relationships during COVID-19: the experiences of early childhood special education professionals
Catherine R. Gaspar, Laudan B. Jahromi, Mary Rooney, et al.
Journal of Early Childhood Teacher Education (2025), pp. 1-26
Closed Access
An Empathy Training for Sensitizing Adolescents for Cyberbullying on Social Media: A Cross-National Study
Johanna Börsting, Veronica Schwarze, Emily Theophilou, et al.
International Journal of Bullying Prevention (2025)
Open Access
Behavioral Threat Assessment and Equity in Exclusionary School Discipline
Dewey G. Cornell, Jennifer L. Maeng, Sonja D. Winter, et al.
School Psychology Review (2025), pp. 1-17
Closed Access
Teacher Beliefs About Race, Empathy, and Black Boys: S-TEAAM 2.0
Chezare A. Warren, Carla P. Wellborn-Watts, Tim J. Herd
AERA Open (2025) Vol. 11
Open Access
Expanding the Caring Capacity: An Integrative Review of Nontraditional Caregiving and the Workplace Caregiving Literature
Terrance L. Boyd, Michael A. Johnson, Alison V. Hall
Journal of Management (2025)
Closed Access
Teacher bias matters: an integrative review of correlates, mechanisms, and consequences
Tasha M. Childs, Nikki R. Wooten
Race Ethnicity and Education (2022) Vol. 26, Iss. 3, pp. 368-397
Closed Access | Times Cited: 19
Creative Drama and Forum Theatre in initial teacher education: Fostering students’ empathy and awareness of professional conflicts
Elena Briones, Teresa Álvarez, Raquel Palomera
Teaching and Teacher Education (2022) Vol. 117, pp. 103809-103809
Open Access | Times Cited: 17
Black Children With Developmental Disabilities Receive Less Augmentative and Alternative Communication Intervention Than Their White Peers: Preliminary Evidence of Racial Disparities From a Secondary Data Analysis
Lauramarie Pope, Janice Light, Amber Franklin
American Journal of Speech-Language Pathology (2022) Vol. 31, Iss. 5, pp. 2159-2174
Open Access | Times Cited: 16
A Scoping Review of Diversity Training for Teachers: The Potential for School Psychology
Tory L. Ash, Samantha C. Maguire
School Psychology Review (2023) Vol. 53, Iss. 4, pp. 382-399
Closed Access | Times Cited: 9
What my bias meant for my embodiment: an investigation on virtual embodiment in desktop-based virtual reality
Christopher You, Tabitha C. Peck, Jacob Stuart, et al.
Frontiers in Virtual Reality (2024) Vol. 5
Open Access | Times Cited: 3
Building Better Schools with Evidence-based Policy
Kelly‐Ann Allen, Andrea Reupert, Lindsay G. Oades
Routledge eBooks (2021)
Open Access | Times Cited: 18
How implicit racial bias and concern about appearing racist shape K-12 teachers’ race talk with students
Linda R. Tropp, Christina L. Rucinski
Social Psychology of Education (2022) Vol. 25, Iss. 4, pp. 697-717
Closed Access | Times Cited: 13
Empowering English learners in the classroom through culturally responsive social-emotional teaching practices
Wing Shuen Lau, Munyi Shea
Journal of Multilingual and Multicultural Development (2022) Vol. 45, Iss. 7, pp. 2880-2897
Closed Access | Times Cited: 12
A Brief Online Implicit Bias Intervention for School Mental Health Clinicians
Freda F. Liu, Jessica Coifman, Erin McRee, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 2, pp. 679-679
Open Access | Times Cited: 12
Trauma-Informed Attitudes, Teacher Stress, and Expulsion Decision Risk in Preschool Classrooms
Alysse M. Loomis, Carlomagno C. Panlilio
School Mental Health (2022) Vol. 14, Iss. 4, pp. 918-932
Closed Access | Times Cited: 11
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