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Submission Rates among African-American Faculty: The Forgotten Side of Publication Productivity.

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Title: Submission Rates among African-American Faculty: The Forgotten Side of Publication Productivity.
Language: English
Authors: Schiele, Jerome H.
Source: Journal of Social Work Education. Win 1995 31(1):46-54.
Peer Reviewed: Y
Page Count: 9
Publication Date: 1995
Document Type: Reports - Research
Journal Articles
Descriptors: Academic Rank (Professional), Black Teachers, College Faculty, Degrees (Academic), Faculty Publishing, Females, Higher Education, Males, Productivity, Professional Education, Sex Differences, Social Work, Teacher Characteristics, Tenure, Writing for Publication
ISSN: 1043-7797
Abstract: A study of 264 full-time African American social work faculty explored effects of gender, degree level, rank, tenure, and program type on manuscript submission to journals. Most manuscripts were submitted by a minority of subjects, about half were accepted, and high submission rates correlated with being male and having a doctorate. (Author/MSE)
Entry Date: 1995
Accession Number: EJ499630
Database: ERIC
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  Value: <anid>AN9508082901;swe01jan.95;2004Dec14.18:49;v2.2.460</anid> <title id="AN9508082901-1">SUBMISSION RATES AMONG AFRICAN-AMERICAN FACULTY: THE FORGOTTEN SIDE OF PUBLICATION PRODUCTIVITY </title> <p>Although considerable attention has been given to the publication productivity of social work faculty, less attention has been given to submission rates. Using a national sample of 264 full-time, African-American social work faculty, this study explores submission rates among social work faculty and examines the effects of gender, degree level, academic rank, tenure, and program type on manuscript submission. The results reveal that most of the manuscripts were submitted by a minority of the respondents, that about half of the respondents' submissions were accepted, and that high submission rates were significantly associated with being male and having a doctorate. Implications of the study's results for future research are also discussed.</p> <p>Knowledge production and dissemination are two major objectives of all disciplines and professions (Baker & Wilson, 1992; Green, Hutchison, & Sar, 1992; Lindsey & Kirk, 1992). To the extent that reading and writing are essential activities of knowledge dissemination, scholarly publishing is crucial to developing the knowledge base of a discipline or profession. Articles published in academic journals, as compared to other publications, play a pivotal role in this area (Corcoran & Kirk, 1990; Lindsey & Kirk, 1992) because they are reviewed critically by peers, directed at an academic and/or professional audience, and published frequently.</p> <p>Because academics are encouraged to disseminate scholarly information, largely in the form of journal articles (Cole & Cole, 1973), they have become the chief knowledge producers in many disciplines and professions. In our profession, most of the social work research and reporting is carried out by social work faculty (Kirk & Rosenblatt, 1984; Task Force On Social Work Research, 1991). Thus, considerable attention has been given to the publication productivity of social work faculty (see Corcoran & Kirk, 1990; Euster & Weinbach, 1986; Faver & Fox, 1986; Fox & Faver, 1985; Green, Hutchison, & Sar, 1990; Jayaratne, 1979; Kirk & Rosenblatt, 1984; McNeece, 1981; Robbins, Corcoran, Helper, & Magner, 1985; Rubin & Powell, 1987; Schiele, 1991, 1992a, 1992b; Smith, Baker, Campbell, & Cunningham, 1985). A consistent finding of these studies--one that raises important concerns about the expansion of the knowledge base--is that most published journal articles are produced by a minority of social work faculty. For example, a study that examined the lifetime publication productivity of social work faculty found that 64% of the respondents had never published an article in a social work journal (Schiele, 1991).</p> <p>Although many researchers have focused on publication productivity, a primary limitation has been the lack of attention given to submission rates. This neglect has created a major void in our understanding of an integral step toward enhancing social work's knowledge base. Indeed, before an article can be published, it must first be submitted for review. Furthermore, little--if anything--is known about the submission rate distribution of social work faculty, such as whether it approximates their publication rate distribution, what proportion of faculty submissions are accepted, and what factors influence submission rates. Due to the absence of empirical investigation, the social work community's understanding of submission rates remains conjectural.</p> <p>A second major limitation of research on publication productivity in social work is the paucity of attention given to the publication efforts of social work faculty of color. Schiele (1991, 1992a, 1992b) and Green et al. (1990, 1992) have conducted the only studies in social work that have examined the effects of race/ ethnicity on publication rates. Schiele (1991, 1992a) examined publication productivity within a national sample of African-American social work faculty, and found that while the publication distribution for African-American faculty is similar to that found in the wider population of social work faculty, African-American faculty publish slightly, but not significantly, less. Similarly, in their national study of both academic and nonacademic social work doctorates, Green et al. (1990, 1992) found that race exerted statistically negligible effects on scholarly productivity. Although the Schiele and Green studies addressed the issue of race in publication productivity, they did not examine submission rates.</p> <p>The study reported here addressed both the absence of attention given to submission rates among social work faculty generally, and the lack of attention given to the publication activities of faculty of color specifically, by examining submission rates in a national sample of African-American social work faculty. Using an exploratory framework, and making no a priori assumptions or hypotheses, this study's purpose was to (a) examine the extent to which African-American social work faculty's submission rate distribution approximates their publication rate distribution, (b) calculate the number and percent of their submissions that are accepted for publication, (c) investigate how their submission rates vary by gender, degree level, academic rank, tenure, and program type, and (d) examine the relative and collective effects of these factors on their submission rates.</p> <p>Information on the submission rates of social work faculty of color is important for at least two reasons. The first is related to enhancing ethnic content in social work education so that the knowledge base can become more culturally diverse, a concern reflected in the Curriculum Policy Statement of the Council on Social Work Education (CSWE). Such a knowledge base helps ensure that social work practitioners will have information relevant to working with diverse client populations (Chau, 1992; Keys, 1991; Nakanishi & Rittner, 1992). When social work faculty of color publish, they are most likely to cover issues related to their racial/ethnic group (Schiele, 1992a). Thus, the enhancement of multicultural content is linked to the submission rates of social work faculty of color. Second, this information is important because it conveys a message to social work faculty of color that their scholarly activities and contributions are important and should not be marginalized.</p> <hd id="AN9508082901-2">Methodology</hd> <hd1 id="AN9508082901-3"> The Sample </hd1> <p>The study subjects for this research were all African-American social work faculty who taught in CSWE-accredited and preaccredited graduate and baccalaureate programs during the 1989-1990 academic year. This research was part of a larger study that examined the publication productivity of African-American social work faculty (see Schiele, 1991, 1992a). Cover letters were first mailed to all deans and directors asking that they provide names of all full- and part-time African-American faculty. A response rate of 94.4% was generated, and a total of 605 faculty--which did not include faculty that participated in a pretest of the survey--were identified. A questionnaire was then mailed to the school addresses of the 605 faculty. A total of 290 usable questionnaires were returned and, since 9 of the 605 identified faculty did not actually teach in social work programs, the response rate was calculated to be 48.7%. Because the questionnaire was only slightly modified after it was pre-tested, the pretest group responses (n = 10) were added to the 290 returned. Of these 300 respondents, 264 (88%) were full-time faculty. The analysis reported here is based on the responses of these 264 respondents who, at the time of the study, had been in full-time positions for an average of 11.86 years (SD=7.36).</p> <p>The 264 respondents were quite similar to the broader population of African-American social work faculty on gender and program type. Spaulding (1991) reported that 415 (63.3 %) of African-American faculty in the wider population (N= 656) were women, and that 449 (68.4%) taught in schools with graduate programs in social work. Among the 264 respondents in the current study, 169 (64%) were women, and 188 (71.2%) taught in schools that had graduate programs. There were major disparities, however, between the respondents and the wider population on degree level. Spaulding (1991) reported that 320 (48.8 %) of African American faculty had doctorates, whereas 181 (68.6 %) of the respondents in the current study had doctorates. It has been found that social work faculty with doctorates tend to publish more than those without (Faver & Fox, 1986; Fox & Faver, 1985; Kirk & Rosenblatt, 1984; Schiele, 1991). If this pattern is also true for submission rates, then the higher percentage of respondents with doctorates may have resulted in an overestimation of submissions among African-American faculty in general.</p> <hd1 id="AN9508082901-4"> Measures </hd1> <p>The major study variables were manuscript submission and journal article productivity. Manuscript submission was operationalized, using self-reports, as the number of manuscripts a respondent had submitted in his or her entire academic career. Journal article productivity was operationalized as the self-reported number of total published articles. The use of self-reports of faculty may raise questions about the reliability of the data. However, both Abbott (1985) and Allison and Stewart (1974) have found high correlations between the number of self-reported publications and the number of publications found in citation indexes, indicating that faculty are likely to provide accurate data about their publication productivity. Although a similar correlation has not been computed for submissions, these findings may also be applicable.</p> <p>Data on additional variables were collected to examine their associations with manuscript submission. These variables were gender, degree level (whether one's highest academic degree was a master's or doctorate), academic rank (whether one was a full, associate, or assistant professor), tenure (whether or not one was tenured), and program type (whether or not one taught in a program that offered a graduate degree in social work).</p> <hd id="AN9508082901-5">Results</hd> <p>Respondents' submission rates were, naturally, higher than their publication rates (see Table 1). On average, respondents submitted a career total of 3.32 manuscripts to social work journals, while publishing a career average of 2.08 articles. Both the submission and publication distributions were positively skewed: a small percentage of respondents had submitted and published a majority of the manuscripts. For example, 6.2% (n = 16, with 7 missing cases) of the respondents submitted almost half (45.3 %, n =386) of the total number of manuscripts submitted, and 5.3% (n=14, with 3 missing cases) of the respondents published almost half (46.3%, n=251) of the total number of articles published. Furthermore, 45.1% (n=116, with 7 missing cases) of the respondents had never submitted a manuscript for review, and 60.2 % (n = 157, with 3 missing cases) had never had an article published in a social work journal.</p> <p>A total of 852 manuscripts were reportedly submitted by the respondents for publication in social work journals. Of that number, 542 (63.6%) were eventually accepted and published. A distribution of respondents' acceptance rates is shown in Table 2. These rates were calculated by dividing the total number of articles accepted for publication in social work journals by the total number of articles submitted for publication review. As revealed, a third (33.3%) of the respondents reported having no manuscripts accepted, and a little over a fifth (21.7 %) reported that all of their submissions had been accepted. On average, almost half (46.1%) of respondents' submissions were accepted, and the median acceptance percentage was 50 %. The standard deviation of 39.4 indicates that the respondents were quite heterogeneous in the percentage of manuscripts accepted.</p> <p>When differences on rank, tenure, degree level, program type, and gender were examined by manuscript submission (see Table 3), there were statistically significant differences on each of the five independent variables. The greatest degree of disparity was found on program type and degree level. Of the respondents who taught in programs offering graduate degrees, 65.0% (n= 121) had submitted at least one manuscript, compared to 31.1% (n=23) of those who taught in undergraduate-only programs. Of the respondents with doctorates, 65.6 % made submissions, as compared to 32.5 % of respondents with master's degrees only. The next greatest degree of disparity among the independent variables was on academic rank, followed by tenure and gender. Respondents who held higher academic ranks (especially full professors), who were tenured, and who were male were more likely to have submitted manuscripts.</p> <p>The data in Table 4 present results of a forced entry, multiple regression analysis of manuscript submission on rank,tenure, degree level, program type, and gender with career age controlled. Career age, measured as the number of years a respondent had been a full-time faculty member, was entered in the analysis to control for the effects of length of time that respondents had been academics, since those who have been academics longer have had more time to submit articles for review. The results revealed that of the five variables, the strongest correlate of manuscript submission was gender, followed by tenure, degree level, program type, and rank. Of these variables, only gender and degree level were found to be statistically significant: men submitted significantly more manuscripts than did women, and respondents with doctorates submitted significantly more than did respondents with master's degrees only. Although not statistically significant, the direction of the standardized regression coefficients for tenure, program type, and rank indicate that those with tenure, who taught in schools that offered graduate degrees, and who held the rank of full or associate professor tended to submit more manuscripts than their respective counterparts. Moreover, the collective effects of all six variables, including career age, was statistically significant, with almost 16% of the variance on manuscript submission being significantly explained.</p> <hd id="AN9508082901-6">Discussion and Implications</hd> <p>A major finding of this research was that respondents' distribution on submissions approximated their unequal distribution on publications--that is, most of the manuscripts were submitted by a minority of the respondents. These and other findings of this research must be viewed cautiously, because there was a higher percentage of respondents with doctorates in the sample than is found in the broader population of African-American social work faculty. Since respondents with doctorates were found to submit more manuscripts than those without, the distribution on submissions may be even more unequal in the broader population, where there is a lower percentage of faculty with doctorates.</p> <p>Among the respondents, the lack of equality in submitting manuscripts has serious implications. First, a considerable number of faculty in this study had never submitted a manuscript, which indicates that many do not try to contribute to the social work literature, at least not via journal articles. Factors and experiences that preclude African-American social work faculty from submitting manuscripts for review might be studied. For example, the following questions might be addressed.</p> <ulist> <item> To what extent do African-American social work faculty perceive social work journals as insensitive to the topics that interest them?</item> <item> If there is a perception of insensitivity, why are some faculty able to submit and publish more than others?</item> <item> What role does one's ability of coping with manuscript rejection play in submission rates among African-American social work faculty?</item> <item> What role does prioritizing scholarly productivity play in their submission rates?</item> <item> To what extent do structural attributes of social work programs (e.g., teaching responsibilities, advisement loads, access to research funds and resources) restrict faculty ability to submit manuscripts for publication?</item> </ulist> <p>Second, the unequal submission distribution among the respondents may suggest the existence of an unequal influence among them in shaping social work's knowledge base, especially knowledge about people of color. This may be even more apparent in the wider population of African-American faculty, where the inequality is probably greater. African-American faculty who submit and publish more articles may be in a better position to influence the nature and content of knowledge about people of color than those who submit and publish less. Because so few are responsible for publishing so much, the social work knowledge base may not reflect the rich diversity of perspectives among African-American faculty. In the future, it would be helpful to examine (a) the degree to which current knowledge produced by African American social work faculty reflects their broader interest and perspectives, and (b) the degree of collaboration and cooperation among African-American social work faculty in the area of scholarly productivity.</p> <p>A second major finding of this study was that when respondents were examined as an aggregate, most of their submissions were accepted for publication. Even the more individualized analysis of respondents' acceptance rates demonstrated that, on average, about half of their submissions were accepted. This indicates--at least for the sample--that the acceptance rate for manuscripts authored by African-American social work faculty is fairly high. However, respondents were not asked what journals accepted and rejected their manuscripts; and some social work journals have higher rejection rates than others. Further research should investigate the differences among journals on the acceptance rates of manuscripts by African-American social work faculty. Further research also should examine the factors that distinguish faculty with high acceptance rates from those with low acceptance rates. In addition, factors that influence perseverance among faculty when their manuscripts have been rejected should be identified.</p> <p>Another significant finding of this study was that respondents who had submitted at least one manuscript for review were more likely to teach in social work programs that offered graduate degrees, to hold doctorates, to hold the rank of professor or associate professor, to be tenured, and to be male. These characteristics are similar to those that distinguish all social work faculty who are likely to publish (Faver & Fox, 1986; Kirk & Rosenblatt, 1984; McNeece, 1981; Robbins et al., 1985; Schiele, 1991, 1992a, 1992b), and may provide insight into the attributes of faculty who have influence over the knowledge base on people of color in social work--assuming that publications enhance one's level of influence. More specifically, the most important attributes of this cadre appear to be gender, tenure status, and degree level. If submission rates are indicative of the degree of opportunity to influence the profession's knowledge base--especially knowledge about people of color--then this analysis reveals that being male, having tenure, and holding a doctorate significantly increases that opportunity.</p> <p>Special efforts, therefore, should be aimed at enhancing the submission rates of women, and those who do not have tenure and doctorates. Furthermore, future research should illuminate the specific reasons for these groups' lower submission rates. This research should focus primarily on women academics, since many studies in social work (Faver & Fox, 1986; Fox & Faver, 1985; Kirk & Rosenblatt, 1984; McNeece, 1981; Robbins et al., 1985; Schiele, 1991, 1992a, 1992b; Smith et al., 1985) have found their productivity to be lower than male academics, even when race/ethnicity has been controlled (Schiele, 1991, 1992a, 1992b). Another finding was that the regression model explained only 16% of the variance on manuscript submission, although this percent was statistically significant. This indicates that variables other than those examined in this study may be important in understanding the variance on manuscript submission among African-American social work faculty. Future research should include more variables related to both program attributes and intrapsychic characteristics (i.e., attitudes and beliefs) in regression models.</p> <p>Finally, although this study has filled a gap in the social work knowledge base, its focus on African Americans, albeit important, limits its generalizability to other racial and ethnic groups. Future research should examine submission rates among all social work faculty and investigate the degree to which submissions vary by race/ethnicity and other factors, using a national sample if possible.</p> <hd id="AN9508082901-7">Conclusion</hd> <p>The data from this study can and should be used to increase the number of African-American social work faculty and others submitting manuscripts to peer-reviewed professional journals. The participation of more faculty will not only enhance, but also diversify, the social work knowledge base. Without diversification, the profession's knowledge base can become restricted and influenced by a small cadre of knowledge producers.</p> <p>This can lead to a form of oppression, wherein the majority of social work faculty, as well as social workers in general, are subject to the ideas and perspectives of a few. In our efforts to fight against oppression and inequality, it is imperative that the profession not forget the inequality associated with knowledge production and dissemination.</p> <ct id="AN9508082901-8"> Table 1 Submission and Publication Distributions for Respondents Legend for Chart: A - Manuscripts Submitted or Published B - Percent Reporting Submission C - Percent Reporting Publication A B C None 45.1% 60.2% 1-4 34.2% 26.8% 5-10 14.5% 7.7% 11-20 3.1% 4.2% 21+ 3.1% 1.1% Total 100.0% 100.0%</ct> <p>For Submissions: Mean=3.32; SD=5.52</p> <p>For Publications: Mean=2.08; SD=4.81</p> <ct id="AN9508082901-9"> Table 2 Distribution for Percent of Submissions Accepted for Publication Legend for Chart: A - Percent of Submissions Accepted B - Number Reporting C - Percent Reporting A B C Zero 46 33.3% 20-39% 15 10.9% 40-59% 22 16.0% 60-79% 15 10.9% 80-99% 10 7.2% 100% 30 21.7% Total 138[a] 100.0%</ct> <p>a Total does not equal to 144 (i.e., number of respondents with at least one submission) because there were six missing observations.</p> <p>Mean=46.12; SD =39.44</p> <ct id="AN9508082901-10"> Table 3 Differences Between Respondents With Submissions and Those Without Submissions on Rank, Tenure, Degree Level, Program Type, and Gender Legend for Chart: A - Variable B - With Submissions[a]: Number[b] C - With Submissions[a]: Percent D - Without Submissions: Number[b] E - Without Submissions: Percent F - chi<sups>2</sups> Value A B C D E F Rank[c] 14.12[g] Professor 33 73.3% 12 26.7% Associate 63 63.6% 36 36.4% Assistant 44 43.6% 57 56.4% Tenure[d] 7.85[f] Yes 86 63.7% 49 36.3% No 57 46.3% 66 53.7% Degree Level[d] 24.49[g] Doctorate 118 65.6% 62 34.4% Master's 26 32.5% 54 67.5% Program Type[d] 24.73[g] Graduate 121 65.1% 65 34.9% Undergraduate 23 31.1% 51 68.9% Gender[d] 5.39[e] Women 83 50.0% 83 50.0% Men 61 64.9% 33 35.1%</ct> <p>e p< .05; f p< .01; g p < .001</p> <p>a Respondents with submissions had submitted at least one manuscript for review.</p> <p>b Numbers do not total to 264 because of missing observations.</p> <p>c df = 2</p> <p>d df = 1</p> <ct id="AN9508082901-11"> Table 4 Results of Multiple Regression Analysis of Manuscript Submission on Rank, Tenure, Degree Level, Program Type, and Gender, with Career Age Controlled Beta Standard Error Variable Coefficient of Beta Rank[a] .066 .108 Tenure[b] .185 .112 Degree-level[c] .164[f] .086 Program Type[d] .105 .083 Gender[e] -.225[g] .087 Career Age -.078 .104 F 3.959[h] R<sups>2</sups> .155 Adjusted R<sups>2</sups> .116 SE 7.455 N 141 Note. Analysis was conducted only on respondents who had at least one submission (n= 144). However, among these respondents, data were missing from three. Thus, n=141. Dummy Codes: a 1 = Full & Associate, 0 = Assistant b 1 = Tenured, 0 = Not Tenured c 1 = Doctorate, 0 = Master's d 1 = Graduate, 0 = Undergraduate e 1 = Female, 0 = Male f p</- .05; g p </- .01; h p </- .001</ct> <hd id="AN9508082901-12">REFERENCES</hd> <p>Abbott, A. (1985). Research productivity patterns of social work doctorates. Social Work Research & Abstracts, 21(<reflink idref="bib3" id="ref1">3</reflink>), 11-17.</p> <p>Allison, P., & Stewart, J. (1974). Productivity differences among scientists: Evidence for accumulative advantage: American Sociological Review, 39, 596-606.</p> <p>Baker, D. R., & Wilson, M. K. (1992). An evaluation of scholarly productivity of doctoral graduates. Journal of Social Work Education, 28, 204-213.</p> <p>Blalock, H. M. (1972). Social Statistics (2nd ed.). New York: McGraw-Hill.</p> <p>Chau, K. L. (1992). Educating for effective group work practice in multicultural environments of the 1990s. Journal of Multicultural Social Work, 1(<reflink idref="bib4" id="ref2">4</reflink>), 1-15.</p> <p>Corcoran, K., & Kirk, S. (1990). We're all number one: Academic productivity among schools of social work. Journal of Social Work Education, 26, 310-321.</p> <p>Cole, J., & Cole, S. (1973). Social stratification in science. Chicago: University of Chicago Press.</p> <p>Euster, G., & Weinbach, R. (1986). Deans' quality assessment of faculty publications for tenure\ promotion decisions. Journal of Social Work Education, 22(<reflink idref="bib3" id="ref3">3</reflink>), 79-84.</p> <p>Faver, C. A., & Fox, M. F. (1986). Research, publication productivity, and applied social science. Sociological Spectrum, 6, 379-396.</p> <p>Fox, M. F., & Faver, C. A. (1985). Men, women, and publication productivity: Patterns among social work academics. Sociological Quarterly, 26, 537-549.</p> <p>Green, R. G., Hutchison, E. D., & Sar, B. K. (1992). Evaluating scholarly performance: The productivity of graduates of social work doctoral programs. Social Service Review, 66, 441-466.</p> <p>Green, R. G., Hutchison, E. D., & Sar, B. K. (1990). The research productivity of social work doctoral graduates: 1960-1988. Paper prepared for the National Institute of Mental Health's Task Force on Social Work Research.</p> <p>Jayaratne, S. (1979). Analysis of selected social work journals and productivity rankings among schools of social work. Journal of Education for Social Work, 15(<reflink idref="bib3" id="ref4">3</reflink>), 72-80.</p> <p>Keys, P. R. (1991). Ethnic and multicultural concerns in social work. Journal of Multicultural Social Work, 1(<reflink idref="bib1" id="ref5">1</reflink>), 1-6.</p> <p>Kirk, S. A., & Rosenblatt, A. (1984). The contribution of women faculty to social work journals. Social Work, 29(<reflink idref="bib1" id="ref6">1</reflink>), 67-69.</p> <p>Lindsey, D., & Kirk, S. A. (1992). The role of social work journals in the development of knowledge base for the profession. Social Service Review, 66, 295-310.</p> <p>McNeece, C. A. (1981). Faculty publications, tenure and job satisfaction in graduate social work programs. Journal of Education for Social Work, 17(<reflink idref="bib3" id="ref7">3</reflink>), 13-19.</p> <p>Nakanishi, M., & Rittner, B. (1992). The inclusionary cultural model. Journal of Social Work Education, 28(<reflink idref="bib1" id="ref8">1</reflink>), 27-35.</p> <p>Robbins, S. P., Corcoran, K. J., Helper, S. E., & Magner, G. W. (1985). Academic productivity in social work education. Washington, DC: Council On Social Work Education.</p> <p>Rubin, A., & Powell, D. (1987). Gender and publication rates: A reassessment with population data. Social Work, 32, 317-320.</p> <p>Schiele, J. H. (1991). Publication productivity of African-American social work faculty. Journal of Social Work Education, 27, 125-134.</p> <p>Schiele, J. H. (1992a). Scholarly productivity and social work doctorates: Patterns among African Americans. Journal of Multicultural Social Work, 2(<reflink idref="bib4" id="ref9">4</reflink>), 75-90.</p> <p>Schiele, J. H. (1992b). The academic status of former council on social work education minority fellows. Paper prepared for the Council On Social Work Education and the Task Force On Social Work Research.</p> <p>Smith, S. L., Baker, D. R., Campbell, M. E., & Cunningham, M. E. (1985). An exploration of the factors shaping the scholarly productivity of social work academicians. Journal of Social Service Research, 8(<reflink idref="bib3" id="ref10">3</reflink>), 81-99.</p> <p>Spaulding, E. C. (1991). Statistics on social work education in the United States: 1990. Alexandria, VA: Council On Social Work Education.</p> <p>Task Force On Social Work Research (1991). Building social work knowledge for effective services and policies: A plan for research development. Austin, TX: Capital Printing Co.</p> <p>Accepted 5/94.</p> <aug> <p>By JEROME H. SCHIELE</p> <p></p> <p>JEROME H. SCHIELE is associate professor, Clark Atlanta University, Atlanta, GA.</p> <p>Address correspondence to: Jerome H. Schiele, School of Social Work, Clark Atlanta University, James P. Brawley Drive at Fair Street SW, Atlanta, GA 30314.</p> </aug> <nolink nlid="nl1" bibid="bib3" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib4" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib1" firstref="ref5"></nolink>
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  Label: Abstract
  Group: Ab
  Data: A study of 264 full-time African American social work faculty explored effects of gender, degree level, rank, tenure, and program type on manuscript submission to journals. Most manuscripts were submitted by a minority of subjects, about half were accepted, and high submission rates correlated with being male and having a doctorate. (Author/MSE)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1995
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ499630
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ499630
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 46
    Subjects:
      – SubjectFull: Academic Rank (Professional)
        Type: general
      – SubjectFull: Black Teachers
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Degrees (Academic)
        Type: general
      – SubjectFull: Faculty Publishing
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Males
        Type: general
      – SubjectFull: Productivity
        Type: general
      – SubjectFull: Professional Education
        Type: general
      – SubjectFull: Sex Differences
        Type: general
      – SubjectFull: Social Work
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Tenure
        Type: general
      – SubjectFull: Writing for Publication
        Type: general
    Titles:
      – TitleFull: Submission Rates among African-American Faculty: The Forgotten Side of Publication Productivity.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Schiele, Jerome H.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 1995
          Identifiers:
            – Type: issn-print
              Value: 1043-7797
          Numbering:
            – Type: volume
              Value: 31
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Social Work Education
              Type: main
ResultId 1