Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Talking about Race, Learning about Racism: The Application of Racial Identity Development Theory in the Classroom
Citations per year, relative to Beverly Daniel Tatum Beverly Daniel Tatum (= 1×)
peers
Lindsay Pérez Huber
Countries citing papers authored by Beverly Daniel Tatum
Since
Specialization
Citations
This map shows the geographic impact of Beverly Daniel Tatum's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Beverly Daniel Tatum with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Beverly Daniel Tatum more than expected).
Fields of papers citing papers by Beverly Daniel Tatum
This network shows the impact of papers produced by Beverly Daniel Tatum. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Beverly Daniel Tatum. The network helps show where Beverly Daniel Tatum may publish in the future.
Co-authorship network of co-authors of Beverly Daniel Tatum
This figure shows the co-authorship network connecting the top 25 collaborators of Beverly Daniel Tatum.
A scholar is included among the top collaborators of Beverly Daniel Tatum based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Beverly Daniel Tatum. Beverly Daniel Tatum is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Tatum, Beverly Daniel. (2017). "Why Are All the Black Kids Still Sitting Together in the Cafeteria?" and Other Conversations about Race in the Twenty-First Century.. Liberal education. 103.11 indexed citations
4.
Tatum, Beverly Daniel, et al.. (2016). Feminist Strategies for Teaching about Oppression: The Importance of Process.3 indexed citations
5.
Kozol, Jonathan, Beverly Daniel Tatum, Susan Eaton, & Patricia Gándara. (2010). Resegregation: What's the Answer?.. Educational leadership. 68(3). 28–31.3 indexed citations
6.
Tatum, Beverly Daniel. (2004). The Road to Racial Equality.. Black issues in higher education. 21(10). 34.3 indexed citations
7.
Tatum, Beverly Daniel, et al.. (2000). Implementation Strategies for Creating an Environment of Achievement.. Liberal education. 86(2). 18–25.6 indexed citations
8.
Tatum, Beverly Daniel. (2000). The ABC Approach To Creating Climates of Engagement on Diverse Campuses.. Liberal education. 86(4). 22–29.14 indexed citations
9.
Tatum, Beverly Daniel. (2000). Examining Racial and Cultural Thinking.. Educational leadership. 57(8). 54–57.8 indexed citations
10.
Tatum, Beverly Daniel. (1999). Color Blind or Color Conscious. The School Administrator. 56(6). 28–30.10 indexed citations
Tatum, Beverly Daniel, et al.. (1998). Breaking the Silence: Talking about Race in Schools.. Knowledge quest. 27(2). 12–16.3 indexed citations
15.
Tatum, Beverly Daniel. (1997). "Why are all the Black kids sitting together in the cafeteria?" and other conversations about the development of racial identity. Basic Books.7 indexed citations
Tatum, Beverly Daniel. (1997). Can We Talk about Race?: And Other Conversations in an Era of School Resegregation. Medical Entomology and Zoology.129 indexed citations
18.
Tatum, Beverly Daniel, et al.. (1996). Outside the Circle? The Relational Implications for White Women Working Against Racism.3 indexed citations
19.
Tatum, Beverly Daniel. (1992). African-American Identity Development, Academic Achievement, and Missing History.. Social Education. 56(6).11 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.