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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:

Culturally Responsive Pedagogies in Arizona and Latino Students’ Achievement
Francesca López
Teachers College Record The Voice of Scholarship in Education (2016) Vol. 118, Iss. 5, pp. 1-42
Open Access | Times Cited: 64

Showing 1-25 of 64 citing articles:

Implications for educational practice of the science of learning and development
Linda Darling‐Hammond, Lisa Flook, Channa Cook-Harvey, et al.
Applied Developmental Science (2019) Vol. 24, Iss. 2, pp. 97-140
Open Access | Times Cited: 1838
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures
Revathy Kumar, Akane Zusho, Rhonda Bondie
Educational Psychologist (2018) Vol. 53, Iss. 2, pp. 78-96
Open Access | Times Cited: 241
Equity and Inclusion in Education

(2023)
Open Access | Times Cited: 50
Altering the Trajectory of the Self-Fulfilling Prophecy
Francesca López
Journal of Teacher Education (2017) Vol. 68, Iss. 2, pp. 193-212
Closed Access | Times Cited: 141
The Added Value of Latinx and Black Teachers for Latinx and Black Students: Implications for Policy
Travis J. Bristol, Javier Martin-Fernández
Policy Insights from the Behavioral and Brain Sciences (2019) Vol. 6, Iss. 2, pp. 147-153
Closed Access | Times Cited: 102
Speaking their language: The role of cultural content integration and heritage language for academic achievement among Latino children
Jamaal S. Matthews, Francesca López
Contemporary Educational Psychology (2018) Vol. 57, pp. 72-86
Closed Access | Times Cited: 83
Conceptualizing culture critically: Examining perspectives from additional language teachers
Marika Kunnas, Mimi Masson, Shawna M. Carroll
Foreign Language Annals (2025)
Closed Access
Who Is Here to Help Me? The Work-Related Social Networks of Staff of Color in Two Mid-Sized Districts
Travis J. Bristol, Matthew Shirrell
American Educational Research Journal (2018) Vol. 56, Iss. 3, pp. 868-898
Closed Access | Times Cited: 57
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
“I Would Like to Design”: Black Girls Analyzing and Ideating Fair and Accountable AI
Jaemarie Solyst, Shixian Xie, Ellia Yang, et al.
(2023), pp. 1-14
Open Access | Times Cited: 13
How dual language bilingual education preservice teachers draw upon and develop students' sociocultural competence
Lisa M. Domke, Laura May, María A. Cerrato, et al.
Foreign Language Annals (2024) Vol. 57, Iss. 3, pp. 797-817
Closed Access | Times Cited: 4
Calling for a Humanizing Turn in Language Teacher Education: Problematizing Content and Language Instruction
Megan Madigan Peercy, Francis John Troyan, Daisy E. Fredricks, et al.
TESOL Quarterly (2024)
Open Access | Times Cited: 4
A systematic review of empirical studies into multilingual pedagogies and their outcomes in primary education
Edda Veerman, Emma Danbury, Joana Mendes Duarte, et al.
Journal of Multilingual and Multicultural Development (2025), pp. 1-26
Open Access
Culturally Inclusive and Responsive Curricular Learning Environments (CIRCLEs): An exploratory sequential mixed-methods approach
Revathy Kumar, Stuart A. Karabenick, Jeffery H. Warnke, et al.
Contemporary Educational Psychology (2018) Vol. 57, pp. 87-105
Closed Access | Times Cited: 38
What Is Culturally Informed Literacy Instruction? A Review of Research in P–5 Contexts
Laura Beth Kelly, Wendy Wakefield, Jaclyn Caires‐Hurley, et al.
Journal of Literacy Research (2021) Vol. 53, Iss. 1, pp. 75-99
Closed Access | Times Cited: 28
Challenges and successes of learning to teach critical literacy in elementary classes: The experiences of pre-service teachers
Erika Johnson, Kristin Keane
Teaching and Teacher Education (2023) Vol. 125, pp. 104037-104037
Closed Access | Times Cited: 11
From humanizing principles to humanizing practices: Exploring core practices as a bridge to enacting humanizing pedagogy with multilingual students
Megan Madigan Peercy, Johanna M. Tigert, Daisy E. Fredricks, et al.
Teaching and Teacher Education (2022) Vol. 113, pp. 103653-103653
Closed Access | Times Cited: 18
“Taking Care of Your Own”: Parochialism, Pride of Place, and the Drive to Diversify Teaching
James Noonan, Travis J. Bristol
AERA Open (2020) Vol. 6, Iss. 4
Open Access | Times Cited: 18
Challenges and Opportunities in Diversifying the Leadership Pipeline: Flow, Leaks and Interventions
Edward J. Fuller, Michelle D. Young
Leadership and Policy in Schools (2022) Vol. 21, Iss. 1, pp. 19-34
Closed Access | Times Cited: 11
Sustainability of teacher growth from professional development in culturally and linguistically responsive instructional practices
Janet Penner-Williams, Eva I. Díaz, Diana Gonzales Worthen
Teaching and Teacher Education (2019) Vol. 86, pp. 102891-102891
Closed Access | Times Cited: 18
Pre-service teachers’ desire to control bias: Implications for the endorsement of culturally affirming classroom practices
Revathy Kumar, DeLeon L. Gray, Nurit Kaplan Toren
Learning and Instruction (2021) Vol. 78, pp. 101512-101512
Closed Access | Times Cited: 14
Closing the Achievement Gap in the Classroom Through Culturally Relevant Pedagogy
Awilda Hernandez
Journal of Education and Learning (2022) Vol. 11, Iss. 2, pp. 1-1
Open Access | Times Cited: 10
Teaching Latinx students: Do teacher ethnicity and bilingualism matter?
Ashley S. Castro, Esther J. Calzada
Contemporary Educational Psychology (2021) Vol. 66, pp. 101994-101994
Open Access | Times Cited: 13
The preservation of the identity and culture of the Indigenous Lanninese people of West Papua, Indonesia, through education (Preservación de la identidad y la cultura del pueblo Lani, comunidad indígena de la provincia Indonesia de Papúa Occidental, a través de la educación)
Murni Sianturi, Chia-Ling Chiang, Adi Sumarsono
Culture and Education (2022) Vol. 34, Iss. 2, pp. 424-465
Open Access | Times Cited: 9
Xicanisma/o and Education
Stephanie Lechuga-Peña, Chalane E. Lechuga
Affilia (2018) Vol. 33, Iss. 3, pp. 300-316
Closed Access | Times Cited: 15
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