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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:

Can School Diversity Policies Reduce Belonging and Achievement Gaps Between Minority and Majority Youth? Multiculturalism, Colorblindness, and Assimilationism Assessed
Laura Celeste, Gülseli Baysu, Karen Phalet, et al.
Personality and Social Psychology Bulletin (2019) Vol. 45, Iss. 11, pp. 1603-1618
Open Access | Times Cited: 144

Showing 1-25 of 144 citing articles:

Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions
Matthew J. Easterbrook, Ian R. Hadden
Social Issues and Policy Review (2020) Vol. 15, Iss. 1, pp. 180-236
Open Access | Times Cited: 71
Capturing a nuanced picture of classroom cultural diversity climate: Multigroup and multilevel analyses among secondary school students in Germany
Maja K. Schachner, Miriam Schwarzenthal, Ursula Moffitt, et al.
Contemporary Educational Psychology (2021) Vol. 65, pp. 101971-101971
Closed Access | Times Cited: 57
Beyond students: how teacher psychology shapes educational inequality
Kate M. Turetsky, Stacey Sinclair, Jordan Starck, et al.
Trends in Cognitive Sciences (2021) Vol. 25, Iss. 8, pp. 697-709
Closed Access | Times Cited: 54
Fitting in: How the intergroup context shapes minority acculturation and achievement
Karen Phalet, Gülseli Baysu
European Review of Social Psychology (2020) Vol. 31, Iss. 1, pp. 1-39
Open Access | Times Cited: 52
Evaluating Canadian pre-service educator programs in response to changing diversity and inclusion needs
Enoch Leung, Julia Adams-Whittaker, Kristen Wing-Yan Sha, et al.
International Journal of Educational Research Open (2024) Vol. 6, pp. 100326-100326
Open Access | Times Cited: 6
The political is personal: Evidence that self‐other “multiculturalism” normative misalignment affects individual wellbeing
Mia Cotan Utomo, Luisa Batalha, Emina Subašić, et al.
Political Psychology (2025)
Open Access
Islamic financial concepts and personal characteristics as inhibitors in understanding Western economic and financial concepts? - Findings from a qualitative interview study of young adults with a Muslim background in Germany
Sebastian Heidel, Lütfiye Turhan, Roland Happ
Citizenship Social and Economics Education (2025)
Closed Access
Cultural diversity and its implications for intergroup relations
Maykel Verkuyten, Kumar Yogeeswaran
Current Opinion in Psychology (2019) Vol. 32, pp. 1-5
Open Access | Times Cited: 52
How Diversity Approaches Affect Ethnic Minority and Majority Adolescents: Teacher–Student Relationship Trajectories and School Outcomes
Gülseli Baysu, Jessie Hillekens, Karen Phalet, et al.
Child Development (2020) Vol. 92, Iss. 1, pp. 367-387
Open Access | Times Cited: 47
TheIdentity Projectintervention in Germany: Creating a climate for reflection, connection, and adolescent identity development
Linda P. Juang, Maja K. Schachner, Sharleen Pevec, et al.
New Directions for Child and Adolescent Development (2020) Vol. 2020, Iss. 173, pp. 65-82
Open Access | Times Cited: 41
Blindspots in acculturation research: An agenda for studying majority culture change
Hanna Zagefka, Katharina Lefringhausen, Lucía López Rodríguez, et al.
European Review of Social Psychology (2022) Vol. 34, Iss. 1, pp. 127-160
Open Access | Times Cited: 24
Diversity beliefs are associated with orientations to teaching for diversity and social justice: A study among German and Finnish student teachers
Inkeri Rissanen, Elina Kuusisto, Susanne Timm, et al.
Teaching and Teacher Education (2023) Vol. 123, pp. 103996-103996
Open Access | Times Cited: 15
How Personality Matters for Education Research
Hayley Jach, Lisa Bardach, Kou Murayama
Educational Psychology Review (2023) Vol. 35, Iss. 3
Open Access | Times Cited: 14
Diversity ideologies in Flemish education: explaining variation in teachers’ implementation of multiculturalism, assimilation and colourblindness
Marloes Hagenaars, Charlotte Maene, Sara Willems, et al.
Journal of Education Policy (2023) Vol. 38, Iss. 6, pp. 985-1006
Open Access | Times Cited: 12
Relationships with teachers and sense of belonging in school: Inter- and intra-individual variations according to adolescent immigrant background
Isabelle Archambault, Sophie Pascal, Élizabeth Olivier, et al.
Learning and Instruction (2024) Vol. 92, pp. 101930-101930
Closed Access | Times Cited: 4
Challenges of teaching affective citizenship education: Spatial, relational, and affective dimensions of citizenship education and their connections with discomfort
Emma Carey Brummer, Noël Clycq, Jan Vanhoof
Teaching and Teacher Education (2025) Vol. 156, pp. 104907-104907
Closed Access
How Israeli Principals Foster Social Justice Among Teachers
Haim Shaked
Leadership and Policy in Schools (2025), pp. 1-15
Closed Access
Fostering inclusion: Understanding the factors that enhance and undermine identity-safety
Evava S. Pietri, India R. Johnson, Veronica Derricks, et al.
Advances in experimental social psychology (2025)
Closed Access
Teaching in a multilingual school: What do teachers believe and know about multilingual pluralist diversity policies?
Lies Sercu, Sientje Maes, Evelien Flamez
Journal of Multilingual and Multicultural Development (2025), pp. 1-21
Closed Access
Connected Belonging: A relational and identity‐based approach to schools' role in promoting child wellbeing
Ceri Brown, Alison Douthwaite, Michael Donnelly, et al.
British Educational Research Journal (2025)
Open Access
The intersection of trauma with social, cultural, and historic inequities: Meeting the needs of marginalised students in Irish primary schools
Joanne Frehill, Roger Booker
Educational and Child Psychology (2025) Vol. 42, Iss. 1, pp. 55-78
Closed Access
Cross-Cultural Transition and Psychological Adaptation of International Students: The Mediating Role of Host National Connectedness
Alicia Bethel, Colleen Ward, Velichko H. Fetvadjiev
Frontiers in Education (2020) Vol. 5
Open Access | Times Cited: 38
To belong or not to belong: Protecting minority engagement in the face of discrimination
Tobias Heikamp, Karen Phalet, Colette van Laar, et al.
International Journal of Psychology (2020) Vol. 55, Iss. 5, pp. 779-788
Open Access | Times Cited: 33
Diversity approaches matter in international classrooms: how a multicultural approach buffers against cultural misunderstandings and encourages inclusion and psychological safety
Jozefien De Leersnyder, Seval Gündemir, Orhan Ağırdağ
Studies in Higher Education (2021) Vol. 47, Iss. 9, pp. 1903-1920
Open Access | Times Cited: 27
Meeting in school: Cultural diversity approaches of teachers and intergroup contact among ethnic minority and majority adolescents
Savaş Karataş, Katharina Eckstein, Peter Noack, et al.
Child Development (2022) Vol. 94, Iss. 1, pp. 237-253
Open Access | Times Cited: 21
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