| Critical consciousness in children and adolescents: A systematic review, critical assessment, and recommendations for future research. AE Heberle, LJ Rapa, F Farago Psychological Bulletin 146 (6), 525, 2020 | 256 | 2020 |
| Addressing race and racism in early childhood: Challenges and opportunities F Farago, K Sanders, L Gaias Discussions on sensitive issues, 29-66, 2015 | 60 | 2015 |
| Tempered radicalism and intersectionality: Scholar‐activism in the neoliberal university J Richter, F Faragó, BB Swadener, D Roca‐Servat, KA Eversman Journal of Social Issues 76 (4), 1014-1035, 2020 | 35 | 2020 |
| Developmentally appropriate practice in the twenty-first century K Sanders, F Farago International handbook of early childhood education, 1379-1400, 2018 | 32 | 2018 |
| Local to global justice: Roles of student activism in higher education, leadership development, and community engagement F Farago, BB Swadener, J Richter, K Eversman, D Roca-Servat Alberta Journal of Educational Research 64 (2), 154-172, 2018 | 27 | 2018 |
| Ethnic-racial socialization in early childhood: The implications of color-consciousness and colorblindness for prejudice development F Farago, KL Davidson, CM Byrd Handbook of children and prejudice: Integrating research, practice, and …, 2019 | 22 | 2019 |
| The role of infant and early childhood mental health consultation in reducing racial and gender relational and discipline disparities between Black and white preschoolers EM Shivers, F Farago, DE Gal‐Szabo Psychology in the Schools 59 (10), 1965-1983, 2022 | 20 | 2022 |
| Confronting and countering bias and oppression through early childhood policy and practice: An introduction. F Farago, C Murray, BB Swadener International Critical Childhood Policy Studies Journal 6 (1), 1, 2017 | 15 | 2017 |
| Race and gender in United States early childhood settings: Researcher reflections F Farago, BB Swadener | 14 | 2016 |
| Anti-bias or not: A case study of two early childhood educators F Farago International Critical Childhood Policy Studies Journal 6 (1), 7, 2017 | 12 | 2017 |
| Early childhood educators' beliefs, attitudes, and classroom practices regarding race and gender F Farago Arizona State University, 2016 | 11 | 2016 |
| Ugandan adolescents’ descriptive gender stereotypes about domestic and recreational activities, and attitudes about women F Farago, ND Eggum-Wilkens, L Zhang Youth & society 53 (5), 723-744, 2021 | 8 | 2021 |
| Teachers’ gender-role attitudes and gendered classroom practices F Farago, CL Martin, KL Granger, CE Santos, CF Miller Sex Roles 87 (9), 471-486, 2022 | 7 | 2022 |
| Supplemental material for critical consciousness in children and adolescents: A systematic review, critical assessment, and recommendations for future research AE Heberle, LJ Rapa, F Farago, SF Austin Psychological Bulletin 146 (6), 525-551, 2020 | 6 | 2020 |
| Karamojong adolescents in tororo, Uganda: life events, adjustment problems, and protective factors ND Eggum-Wilkens, L Zhang, F Farago Journal of loss and trauma 22 (4), 283-296, 2017 | 6 | 2017 |
| Anti-bias classrooms: A case study of two teachers F Farago | 5 | 2017 |
| Where the children are: Exploring quality, community, and support for family, friend and neighbor child care EM Shivers, F Farago | 5 | 2016 |
| The Arizona Kith and Kin Project Evaluation, Brief# 1 EM Shivers, C Yang, F Farago | 5 | 2016 |
| Ugandan adolescents’ attitudes toward, and shared activities with, same-and other-gender peers and friends F Faragó, J Xu, ND Eggum-Wilkens, L Zhang, D An, E Kim, E Adams Youth & Society 54 (5), 858-889, 2022 | 4 | 2022 |
| Gender typicality, pressure to conform to gender norms, and anti-fat and appearance stereotypes in girls F Faragó, S Savoy, EA Sanchez, N Khaleghi, L Evans, EL Adams, ... Archives of Sexual Behavior 51 (4), 2183-2198, 2022 | 4 | 2022 |
Amy HeberleClark UniversityBestätigte E-Mail-Adresse bei clarku.edu
