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Across a broad range of disciplines, research has found that inequity is systemic in the journal review process. Collectively, however, this study does not specifically examine racial inequity. Moreover, literature on the peer review process in science education, in particular, does not foreground equity as a subject of study. The present study aims to address this void by examining racial equity in the peer review process with a specific focus on journals in science education. Data are collected from lead editors of major science education journals through the form of interviews, focus groups, and critical arts-based methods. The two research questions driving data collection are (a) In what ways does the science education journal peer review process promote racial equity? and (b) How are science education journal editors’ perceptions of racial inequity reflected in the peer review process? McNair and colleagues’ racial equity framework informs the explorations of journal review in science education from the lead editors’ perspectives. From our findings, we offer four suggestions for moving toward greater racial equity in the science education peer review process.
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Engaging young scholars in science through publication: A survey analysis of published middle and high school authors
Abstract Young researchers are often excluded from the scholarly processes of peer‐review and publication, which are cornerstones of scholarly work. TheJournal of Emerging Investigatorsis an open access journal dedicated to publishing the research of middle and high school students. We surveyed student authors before and after they participated in the peer‐review and publication process of their scientific articles. Following peer‐review and publication, students report gains in their confidence and self‐efficacy in science, and increased feelings of identity and belonging in science. Our findings demonstrate that even the youngest scholars are capable of participating in the publication process, and our data suggest that participation in the process has positive outcomes.
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- Award ID(s):
- 2010333
- PAR ID:
- 10445203
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- Learned Publishing
- Volume:
- 35
- Issue:
- 3
- ISSN:
- 0953-1513
- Page Range / eLocation ID:
- p. 321-331
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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