Illuminating the (in)visibility of female scholars

a gendered analysis of publishing rates within educational technology journals from 2004 to 2015

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This research study utilized bibliometric methods to analyze publication rates among female and male lead authors in six prominent, peer-reviewed journals in Educational Technology (ET) fields over the past 12 years. The aim of the inquiry was to determine if differences or trends exist in the number of articles published by each gender. Data analysis revealed notable differences in publication rates between genders, and key findings indicate that while women overall published less than half of the articles from all journals sampled, two journals with a focus on primary and secondary (P-12) educational contexts have consistently published more articles written by female lead authors than male authors. The findings of this study hold practical relevance in terms of addressing the (in)visibility of female scholars in ET fields and may be used to promote discussions and actions related to the intersections between gender, equity, and the culture of scholarly publishing.

Original languageEnglish (US)
Pages (from-to)33-61
Number of pages29
JournalGender and Education
Volume31
Issue number1
DOIs
StatePublished - Jan 2 2019

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educational technology
gender
data analysis
equity
trend

Keywords

  • ICT
  • Longitudinal research
  • North America
  • higher education
  • historical
  • teachers and educators
  • women

Cite this

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abstract = "This research study utilized bibliometric methods to analyze publication rates among female and male lead authors in six prominent, peer-reviewed journals in Educational Technology (ET) fields over the past 12 years. The aim of the inquiry was to determine if differences or trends exist in the number of articles published by each gender. Data analysis revealed notable differences in publication rates between genders, and key findings indicate that while women overall published less than half of the articles from all journals sampled, two journals with a focus on primary and secondary (P-12) educational contexts have consistently published more articles written by female lead authors than male authors. The findings of this study hold practical relevance in terms of addressing the (in)visibility of female scholars in ET fields and may be used to promote discussions and actions related to the intersections between gender, equity, and the culture of scholarly publishing.",
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