Authorship, Collaboration, and Gender: A Multidisciplinary Examination of Trends Among Mixed Researchers.

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Bibliographic Details
Title:	Authorship, Collaboration, and Gender: A Multidisciplinary Examination of Trends Among Mixed Researchers.
Authors:	Wilcox, Rachael¹, Onwuegbuzie, Anthony J.^2,3 tonyonwuegbuzie@aol.com, Benge, Cindy⁴, Jordan, John¹, Wachsmann, Melanie S.¹, Hoisington, Susan¹, Gonzales, Vanessa¹
Source:	Research in the Schools. Fall2019, Vol. 26 Issue 2, pxxvii-xxxvii. 22p.
Subject Terms:	Mixed methods research, Authorship, *Gender, Women authors, Capital productivity
Abstract:	Onwuegbuzie et al. (2015) documented that the degree of collaboration is higher for mixed researchers than for qualitative and quantitative researchers. This higher degree of collaboration brings additional challenges for lead researchers, who have to maximize mutual respect, communication, and coordination among team members. Thus, lead researchers routinely receive the most credit among team members, thereby maximizing their research productivity capital. One of the most studied gender differences in academia is what Cole and Zuckerman (1984) called the productivity puzzle, representing the finding that men generally publish more works than women. Some researchers have reported that, across numerous fields, women are underrepresented as lead authors. However, no researcher has examined lead-author patterns among mixed researchers. This was the first purpose of this mixed research study (Quantitative Phase). Second, we examined experiences conducting mixed research in teams between select women and men researchers (Qualitative Phase). An analysis of articles published in the Journal of Mixed Methods Research (JMMR) from 2007 (its inception) to 2014 revealed that women (57.7%) were statistically significantly (p = .0388) more likely than were men (42.3%) to be lead authors. This proportion of women lead authors was higher than that observed for the two quantitative journals: Journal of Applied Quantitative Methods (17.7%) and Journal of Educational and Behavioral Statistics (30.3%); but lower than that observed for the qualitative journals: The Qualitative Report (61.3%) and the International Journal of Qualitative Methods (75.6%). In the qualitative phase, several themes emerged that revealed gender differences in collaboration experiences. Implications are discussed. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

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Abstract:	Onwuegbuzie et al. (2015) documented that the degree of collaboration is higher for mixed researchers than for qualitative and quantitative researchers. This higher degree of collaboration brings additional challenges for lead researchers, who have to maximize mutual respect, communication, and coordination among team members. Thus, lead researchers routinely receive the most credit among team members, thereby maximizing their research productivity capital. One of the most studied gender differences in academia is what Cole and Zuckerman (1984) called the productivity puzzle, representing the finding that men generally publish more works than women. Some researchers have reported that, across numerous fields, women are underrepresented as lead authors. However, no researcher has examined lead-author patterns among mixed researchers. This was the first purpose of this mixed research study (Quantitative Phase). Second, we examined experiences conducting mixed research in teams between select women and men researchers (Qualitative Phase). An analysis of articles published in the Journal of Mixed Methods Research (JMMR) from 2007 (its inception) to 2014 revealed that women (57.7%) were statistically significantly (p = .0388) more likely than were men (42.3%) to be lead authors. This proportion of women lead authors was higher than that observed for the two quantitative journals: Journal of Applied Quantitative Methods (17.7%) and Journal of Educational and Behavioral Statistics (30.3%); but lower than that observed for the qualitative journals: The Qualitative Report (61.3%) and the International Journal of Qualitative Methods (75.6%). In the qualitative phase, several themes emerged that revealed gender differences in collaboration experiences. Implications are discussed. [ABSTRACT FROM AUTHOR]
ISSN:	10855300