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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:

Why Black Adolescents Are Vulnerable at School and How Schools Can Provide Opportunities to Belong to Fix It
DeLeon L. Gray, Elan C. Hope, Christy M. Byrd
Policy Insights from the Behavioral and Brain Sciences (2020) Vol. 7, Iss. 1, pp. 3-9
Open Access | Times Cited: 30

Showing 1-25 of 30 citing articles:

The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct
Kelly‐Ann Allen, DeLeon L. Gray, Roy F. Baumeister, et al.
Educational Psychology Review (2021) Vol. 34, Iss. 2, pp. 1133-1156
Open Access | Times Cited: 149
School Connectedness and Risk Behaviors and Experiences Among High School Students — Youth Risk Behavior Survey, United States, 2021
Natalie Wilkins, Kathleen H. Krause, Jorge V. Verlenden, et al.
MMWR Supplements (2023) Vol. 72, Iss. 1, pp. 13-21
Open Access | Times Cited: 17
Assimilationist, reformist, and sociopolitical phases of school belonging research: A critical race and optimal distinctiveness review
Jamaal S. Matthews, Kyle Boomhower, Chino Ekwueme
Advances in motivation science (2024), pp. 171-213
Closed Access | Times Cited: 7
School Discrimination, Discipline Inequities, and Adjustment Among Black Adolescent Girls and Boys: An Intersectionality‐Informed Approach
Shauna M. Cooper, Marketa Burnett, Alexandrea R. Golden, et al.
Journal of Research on Adolescence (2022) Vol. 32, Iss. 1, pp. 170-190
Open Access | Times Cited: 24
Out of the Mouths of Babes: Black Children’s Experiences of Emotion-Focused Racial–Ethnic Socialization, Coping, and Antiracist Resistance
Emilie Phillips Smith, Simone E. Bibbs, Deborah Johnson, et al.
Behavioral Sciences (2025) Vol. 15, Iss. 2, pp. 222-222
Open Access
The Cultural Significance of “We-Ness”: Motivationally Influential Practices Rooted in a Scholarly Agenda on Black Education
DeLeon L. Gray, Joanna N. Ali, Tamika L. McElveen, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 1985-2013
Closed Access | Times Cited: 16
The role of teacher critical racial consciousness in cultivating student–teacher relationships and school belonging for Black, Indigenous, and youth of color
Ashley Parra López, Tiffany M. Jones, Angela Malorni, et al.
Psychology in the Schools (2024) Vol. 61, Iss. 6, pp. 2448-2472
Closed Access | Times Cited: 3
Cognitive flexibility and belonging among university students: mediating role of adaptation
Aliye Ateş, Nergüz Bulut-Serin
Current Psychology (2023) Vol. 43, Iss. 4, pp. 3234-3242
Closed Access | Times Cited: 8
Growing Up, Learning Race: An Integration of Research on Cognitive Mechanisms and Socialization in Context
Diane Hughes, Blair Cox, Sohini Das
Annual Review of Developmental Psychology (2023) Vol. 5, Iss. 1, pp. 137-167
Open Access | Times Cited: 7
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
It’s Not That They Are Big, It’s Just That They Are Black: The Impact of Body Mass Index, School Belonging, and Self Esteem on Black Boys’ School Suspension
Scott L. Graves, Yixi Wang
School Psychology Review (2022) Vol. 52, Iss. 3, pp. 279-291
Open Access | Times Cited: 9
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: 9
Vulnerabilities for Marginalized Groups in the United States Forensic Anthropology Education System: Paths to Engagement and Belonging
Jesse R. Goliath, Erin B. Waxenbaum, Taylor S. Borgelt
Humans (2023) Vol. 3, Iss. 2, pp. 126-136
Open Access | Times Cited: 5
Teaching homeplace: How teachers can cultivate Black Joy through culturally responsive practices in the classroom
Tamara K. Lawson
Theory Into Practice (2023) Vol. 63, Iss. 1, pp. 7-16
Closed Access | Times Cited: 5
Becoming Literate: Educational Implications of Coordinated Neuropsychological Development of Reading and Social-Emotional Functioning Among Diverse Youth
Rebecca Gotlieb, Mary Helen Immordino‐Yang, Emily Gonzalez, et al.
Literacy Research Theory Method and Practice (2022) Vol. 71, Iss. 1, pp. 80-132
Closed Access | Times Cited: 8
A Novel Approach for Evaluating a Schoolwide Antiracist Curriculum Intervention
Jacqueline Cerda‐Smith, Paula Yust, Molly S. Weeks, et al.
AERA Open (2024) Vol. 10
Open Access | Times Cited: 1
‘I felt her poems were more like my life’: cultivating BPoC teenagers' writer‐identity through a poet residency
Melanie Ramdarshan Bold
Literacy (2024)
Open Access | Times Cited: 1
STEM‐related outcomes for adolescents with differing perceptions of school racial climate: A latent class analysis
Jacqueline Cerda‐Smith, Angelina Joy, Channing J. Mathews, et al.
Science Education (2023) Vol. 107, Iss. 3, pp. 651-676
Open Access | Times Cited: 4
Racism as a social determinant of health: Link to school‐related psychosocial stressors in a population‐based sample of African adolescents in Canada
Helen Uche Okoye, Emmanuela Ojukwu, Mauricio Coronel Villalobos, et al.
Journal of Advanced Nursing (2023) Vol. 79, Iss. 9, pp. 3498-3512
Open Access | Times Cited: 3
Achievement at what cost? An intersectional approach to assessing race and gender differences in adolescent math motivation and achievement
Sarah E. McKellar, Channing J. Mathews, Allison Greene, et al.
Contemporary Educational Psychology (2023) Vol. 76, pp. 102253-102253
Closed Access | Times Cited: 3
Integrating Culturally Relevant Pedagogy with Teacher Social and Emotional Competencies and Capacities Training to Support Racially Minoritized Students
Kamilah B. Legette, Elan C. Hope, Johari Harris, et al.
Advances in motivation and achievement (2021), pp. 99-112
Closed Access | Times Cited: 7
Free to Be! Youth Participatory Action Research as a Promotive Context for Black Youth Development
Jazlyn N Rowan, Ja’Toria S Palmer, Casey Ellis Johnson, et al.
Children & Schools (2023) Vol. 46, Iss. 1, pp. 49-58
Closed Access | Times Cited: 2
Longitudinal associations between critical consciousness, school racial climate, and belonging in school
Jacqueline Cerda‐Smith, Paula Yust, Kelly Lynn Mulvey
Applied Developmental Science (2024), pp. 1-17
Closed Access
An exploration of intersectionality and school belonging in the permanent exclusion of Black Caribbean boys in schools in England: Implications for Educational Psychologists
Anna Burnett, Henry Wood‐Downie
Educational and Child Psychology (2024) Vol. 41, Iss. 2, pp. 17-29
Closed Access
Cultivating Student Belonging and School Connectedness
Donna Mazyck
NASN School Nurse (2021) Vol. 36, Iss. 4, pp. 191-193
Closed Access | Times Cited: 4
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