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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.

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Showing 1-25 of 219 citing articles:

The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study
Sauro Civitillo, Linda P. Juang, Marcel Badra, et al.
Teaching and Teacher Education (2018) Vol. 77, pp. 341-351
Closed Access | Times Cited: 106
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
“So, like, it’s all a mix of one”: Intersecting contexts of adolescents’ ethnic‐racial socialization
Michael R. Sladek, Adriana J. Umaña‐Taylor, Jennifer L. Hardesty, et al.
Child Development (2022) Vol. 93, Iss. 5, pp. 1284-1303
Open Access | Times Cited: 34
The benefits of belonging: Students’ perceptions of their online learning experiences
Daniela DiGiacomo, Ellen L. Usher, Jaeyun Han, et al.
Distance Education (2023) Vol. 44, Iss. 1, pp. 24-39
Closed Access | Times Cited: 19
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
Promoting Awareness and Self-Efficacy for Culturally Responsive Teaching of Pre-Service Teachers Through the Identity Project – a Mixed Methods Study
Sharleen Pevec, Linda P. Juang, Maja K. Schachner
Identity (2024) Vol. 24, Iss. 4, pp. 288-306
Open Access | Times Cited: 5
AI for Social Good Education Through a Culturally Responsive Pedagogy
Yu Chen, Heather Macias, Gabriel Granco, et al.
(2025), pp. 1-12
Closed Access
Students’ perceptions of culturally relevant teaching practices
Rebecca Jean Evan, Erica Berte, Jun Li, et al.
Journal of Education for Business (2025), pp. 1-9
Closed Access
Conceptualizing culture critically: Examining perspectives from additional language teachers
Marika Kunnas, Mimi Masson, Shawna M. Carroll
Foreign Language Annals (2025)
Closed Access
Centering justice in restorative justice practices: presenting a holistic model of antiracist and culturally responsive discipline
Elizabeth M. Uzzell
Race Ethnicity and Education (2025), pp. 1-21
Closed Access
Understanding and addressing racial stress and trauma in schools: A pathway toward resistance and healing
Farzana T. Saleem, Tyrone C. Howard, Audra K. Langley
Psychology in the Schools (2021) Vol. 59, Iss. 12, pp. 2506-2521
Closed Access | Times Cited: 33
In Search of Culturally Responsive Tools for Meaningful Learning of Chemistry in Africa: We Stumbled on the Culturo-Techno-Contextual Approach
Adekunle I. Oladejo, Peter Akinsola Okebukola, Taibat T. Olateju, et al.
Journal of Chemical Education (2022) Vol. 99, Iss. 8, pp. 2919-2931
Closed Access | Times Cited: 25
Examining school ethnic-racial socialization in the link between race-related stress and academic well-being among African American and Latinx adolescents
Farzana T. Saleem, Kamilah B. Legette, Christy M. Byrd
Journal of School Psychology (2022) Vol. 91, pp. 97-111
Closed Access | Times Cited: 23
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
An integrative model for culturally sustaining SEL in the classroom
Emily A. Meland, Gretchen Brion‐Meisels
Social and Emotional Learning Research Practice and Policy (2024) Vol. 3, pp. 100042-100042
Open Access | Times Cited: 4
Culturally responsive teaching, teacher-student relationship and school belongingness: A multi-informant study in ethnically diverse classrooms
Francesca Ialuna, Sauro Civitillo, Philipp Jugert
Learning Culture and Social Interaction (2024) Vol. 47, pp. 100839-100839
Open Access | Times Cited: 4
A Holistic Examination of How Professional Learning and Curriculum Relate to Ambitious and Culturally Relevant Instruction and Student Engagement
Laura M. Desimone, Nicholas Bell, Arielle Lentz, et al.
AERA Open (2025) Vol. 11
Open Access
Supporting Cultural Responsiveness in the Classroom: An Exploratory Study of Teacher Profiles
Jerica Knox, Tamara K. Lawson, Aijah Baruti Goodwin, et al.
Journal of Educational and Psychological Consultation (2025), pp. 1-26
Closed Access
Discriminatory Climate and School Adjustment in Ethnically Minoritized Adolescents and Majority Adolescents: An Investigation of the Mediating Role of Teaching Quality
Birgit Heppt, Miriam Schwarzenthal, Jan Scharf
Journal of Youth and Adolescence (2025)
Open Access
Interventions for Increasing Belonging and Inclusion in Undergraduate Computer Science Classrooms
Elizabeth von Briesen, Richard Dutton, Shannon Duvall, et al.
(2025), pp. 1162-1168
Closed Access
Students vs. Teachers: Cultural Diversity Awareness in Online Learning
Melvin Ambida
Diversitas Journal (2025) Vol. 10, Iss. 1
Open 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
Examining Teachers’ Efforts to Educate Refugee Students at One Elementary School in Texas
Nathern S. A. Okilwa, Michelle M. Kelley, Kerry Haupert
Journal of Ethnic and Cultural Studies (2025) Vol. 12, Iss. 2, pp. 52-71
Open Access
The lives of teachers in diverse classrooms
Neda Forghani-Arani, Lucie Černá, Meredith Bannon
OECD education working papers (2019)
Open Access | Times Cited: 38
Factors influencing the academic success of Latinx students matriculating at 2-year and transferring to 4-year US institutions—implications for STEM majors: a systematic review of the literature
Erica R. Winterer, Jeffrey E. Froyd, Maura Borrego, et al.
International Journal of STEM Education (2020) Vol. 7, Iss. 1
Open Access | Times Cited: 38
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