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Illuminating the (in)visibility of female scholars: a gendered analysis of publishing rates within educational technology journals from 2004 to 2015.

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Title: Illuminating the (in)visibility of female scholars: a gendered analysis of publishing rates within educational technology journals from 2004 to 2015.
Authors: Scharber, Cassandra1 scharber@umn.edu, Pazurek, Angelica1, Ouyang, Fan1
Source: Gender & Education. Jan2019, Vol. 31 Issue 1, p33-61. 29p. 1 Diagram, 1 Chart, 8 Graphs.
Subject Terms: *Women scholars, *Women in education, *Scholarly publishing, *Higher education, *Educational technology periodicals, Women authors
Geographic Terms: North America
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. [ABSTRACT FROM AUTHOR]
Copyright of Gender & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Illuminating the (in)visibility of female scholars: a gendered analysis of publishing rates within educational technology journals from 2004 to 2015.
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  Data: <searchLink fieldCode="AR" term="%22Scharber%2C+Cassandra%22">Scharber, Cassandra</searchLink><relatesTo>1</relatesTo><i> scharber@umn.edu</i><br /><searchLink fieldCode="AR" term="%22Pazurek%2C+Angelica%22">Pazurek, Angelica</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Ouyang%2C+Fan%22">Ouyang, Fan</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Gender+%26+Education%22">Gender & Education</searchLink>. Jan2019, Vol. 31 Issue 1, p33-61. 29p. 1 Diagram, 1 Chart, 8 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Women+scholars%22">Women scholars</searchLink><br />*<searchLink fieldCode="DE" term="%22Women+in+education%22">Women in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Scholarly+publishing%22">Scholarly publishing</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology+periodicals%22">Educational technology periodicals</searchLink><br /><searchLink fieldCode="DE" term="%22Women+authors%22">Women authors</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22North+America%22">North America</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Gender & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=134652086
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        Value: 10.1080/09540253.2017.1290219
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        Text: English
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      – SubjectFull: Scholarly publishing
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      – SubjectFull: Higher education
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              Text: Jan2019
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