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h5 指数:49
h5 中位数:74

h5 指数是指在过去整整 5 年中所发表文章的 h 指数。h 指在 2018-2022 年间发表的 h 篇文章每篇至少都被引用过 h 次的最大值。隐藏

出版物的 h5 中位数，是指出版物的 h5 指数所涵盖的所有文章获得的引用次数的中位值。隐藏

标题/作者	引用次数	年份
QuantCrit: education, policy,‘Big Data’and principles for a critical race theory of statistics D Gillborn, P Warmington, S Demack Race Ethnicity and Education 21 (2), 158-179	462	2018
QuantCrit: rectifying quantitative methods through critical race theory NM Garcia, N López, VN Vélez Race Ethnicity and Education 21 (2), 149-157	334	2018
Anti-racist pedagogy: from faculty’s self-reflection to organizing within and beyond the classroom K Kishimoto Race Ethnicity and Education 21 (4), 540-554	247	2018
An exploration of the relationships between student racial background and the school sub-contexts of office discipline referrals: a critical race theory analysis Y Anyon, C Lechuga, D Ortega, B Downing, E Greer, J Simmons Race Ethnicity and Education 21 (3), 390-406	204	2018
Making the invisible visible: advancing quantitative methods in higher education using critical race theory and intersectionality N López, C Erwin, M Binder, MJ Chavez Race Ethnicity and Education 21 (2), 180-207	197	2018
Equity, inclusion, and antiblackness in mathematics education DB Martin Race Ethnicity and Education 22 (4), 459-478	153	2019
Racial battle fatigue and activist burnout in racial justice activists of color at predominately White colleges and universities PC Gorski Race Ethnicity and Education 22 (1), 1-20	125	2019
Angered: Black and non-Black girls of color at the intersections of violence and school discipline in the United States C Wun Race Ethnicity and Education 21 (4), 423-437	120	2018
Feeling like an “Alien” or “Family”? Comparing students and faculty experiences of diversity in STEM disciplines at a PWI and an HBCU R Winkle-Wagner, DL McCoy Race Ethnicity and Education 21 (5), 593-606	114	2018
The racial politics of STEM education in the USA: interrogations and explorations S Vakil, R Ayers Race Ethnicity and Education 22 (4), 449-458	113	2019
Exploring the intersection of transnationalism and critical race theory: a critical race analysis of international student experiences in the United States CW Yao, CA George Mwangi, VK Malaney Brown Race Ethnicity and Education 22 (1), 38-58	101	2019
Envisioning Black space in environmental education for young children F Nxumalo, kihana miraya ross Race Ethnicity and Education 22 (4), 502-524	100	2019
‘Same old story, just a different policy’: race and policy making in higher education in the UK K Bhopal, C Pitkin Race Ethnicity and Education 23 (4), 530-547	96	2020
A BlackCrit analysis on Black urban youth and suspension disproportionality as anti-Black symbolic violence JA Coles, T Powell Race Ethnicity and Education 23 (1), 113-133	94	2020
‘Strange faces’ in the academy: experiences of racialized and Indigenous faculty in Canadian universities T Mohamed, BL Beagan Race Ethnicity and Education 22 (3), 338-354	93	2019
Critical race quantitative intersections: a testimonio analysis A Covarrubias, PE Nava, A Lara, R Burciaga, VN Vélez, DG Solorzano Race Ethnicity and Education 21 (2), 253-273	93	2018
Under the cloak of professionalism: covert racism in teacher education L Marom Race Ethnicity and Education 22 (3), 319-337	87	2019
Shaking the bad boys: troubling the criminalization of black boys’ childhood play, hegemonic white masculinity and femininity, and the school playground-to-prison pipeline N Bryan Race Ethnicity and Education 23 (5), 673-692	85	2020
Social and emotional learning is hegemonic miseducation: students deserve humanization instead P Camangian, S Cariaga Race Ethnicity and Education 25 (7), 901-921	84	2022
Of models and myths: Asian (Americans) in STEM and the neoliberal racial project GA Chen, JY Buell Race Ethnicity and Education 21 (5), 607-625	83	2018

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