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  1. While there is evidence to support the existence of identity-based disparities, inequities, and biases in the academic journal peer-review process, little research supports the presence of this bias in the peer-review process for academic journals in science education. Through an analysis of six leading journals in science education, we aimed to investigate the extent to which diversity, equity, and inclusion (DEI), as well as the presence of bias in the peer-review process, are addressed by these journals. We analyzed trends in the gender/sex, geographical affiliation, race/ethnicity, and the presence of equity-centered research focus for members of these journals' editors and editorial boards. We found that although gender/sex is well-balanced in these journals' editors and editorial boards, they are typically North American centric, and White individuals are overwhelmingly represented. Four journals had a quarter or more of individuals who pursue equity-centered research. Only two journals provided detailed information on how manuscripts are reviewed in their author submission guidelines. All used a double-blind approach to peer-review. One of the journals includes an explicit position on DEI. Based on the analyses and reflections on our own experiences, we recommend science education journals consider ways to probe whether bias does exist in their peer-review process, diversify their board to be more inclusive of scholars from communities historically marginalized, and move to a triple-blind approach to their peer-review process as mechanisms to mitigate bias in the journal peer review. 
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