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Female Participation as Top-Producing Authors, Editors, and Editorial Board Members in Educational Psychology Journals from 2009 to 2016.

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Title: Female Participation as Top-Producing Authors, Editors, and Editorial Board Members in Educational Psychology Journals from 2009 to 2016.
Authors: Greenbaum, Hannah K., Goodsir, Hayden L., Smith, M Cecil, Robinson, Daniel H.
Source: Educational Psychology Review. Dec2018, Vol. 30 Issue 4, p1283-1289. 7p. 2 Charts.
Subjects: Women authors, Educational attainment, Academic achievement, Educational psychology, Higher education
Abstract: This article examines top-producing female authors, editors, and editorial board members in five educational psychology journals (i.e., Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2016. Results extend data from four previous studies (Evans et al. Educational Psychology Review, 17(3), 263-271, 2005; Fong et al. Educational Psychology Review, 21(3), 267-277, 2009; Greenbaum et al. Educational Psychology Review, 28, 215-223, 2016; Robinson et al. Contemporary Educational Psychology, 23, 331-343, 1998) and also compare top female authors to the top male authors. The top-producing women in the field have, on average, less seniority in the field than do top male authors. Male authors have more publications, on average, and more sole authorships and first authorships, as compared to female authors. No discernible progress has been made by women in terms of editorial board memberships or editorships since 2004. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology Review is the property of Springer Nature 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: Psychology and Behavioral Sciences Collection
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  Data: Female Participation as Top-Producing Authors, Editors, and Editorial Board Members in Educational Psychology Journals from 2009 to 2016.
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  Data: <searchLink fieldCode="AR" term="%22Greenbaum%2C+Hannah+K%2E%22">Greenbaum, Hannah K.</searchLink><br /><searchLink fieldCode="AR" term="%22Goodsir%2C+Hayden+L%2E%22">Goodsir, Hayden L.</searchLink><br /><searchLink fieldCode="AR" term="%22Smith%2C+M+Cecil%22">Smith, M Cecil</searchLink><br /><searchLink fieldCode="AR" term="%22Robinson%2C+Daniel+H%2E%22">Robinson, Daniel H.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+Review%22">Educational Psychology Review</searchLink>. Dec2018, Vol. 30 Issue 4, p1283-1289. 7p. 2 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Women+authors%22">Women authors</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+attainment%22">Educational attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article examines top-producing female authors, editors, and editorial board members in five educational psychology journals (i.e., Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2016. Results extend data from four previous studies (Evans et al. Educational Psychology Review, 17(3), 263-271, 2005; Fong et al. Educational Psychology Review, 21(3), 267-277, 2009; Greenbaum et al. Educational Psychology Review, 28, 215-223, 2016; Robinson et al. Contemporary Educational Psychology, 23, 331-343, 1998) and also compare top female authors to the top male authors. The top-producing women in the field have, on average, less seniority in the field than do top male authors. Male authors have more publications, on average, and more sole authorships and first authorships, as compared to female authors. No discernible progress has been made by women in terms of editorial board memberships or editorships since 2004. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Educational Psychology Review is the property of Springer Nature 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=pbh&AN=133311308
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