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Women as Top-Producing Authors, Editors, and Editorial Board Members in Educational Psychology Journals from 2017 to 2021.

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Title: Women as Top-Producing Authors, Editors, and Editorial Board Members in Educational Psychology Journals from 2017 to 2021.
Authors: Griffin, Marlynn M. (AUTHOR), Hogan, Eric (AUTHOR), Fong, Carlton J. (AUTHOR), Gonzales, Cassandra (AUTHOR), Fathi, Zohreh (AUTHOR), Robinson, Daniel H. (AUTHOR)
Source: Educational Psychology Review. Mar2023, Vol. 35 Issue 1, p1-29. 29p.
Abstract: The claim that women have been underrepresented as authors, editorial board members (EBMs), and editors in educational psychology journals relevant to organizational membership was first made 25 years ago (Robinson et al., 1998). Since then, follow-up studies have found that women have made gains in each of these areas but still lag behind membership trends as authors and EBMs (Evans et al., 2005; Fong et al., 2009; Greenbaum et al., 2018). The present study extended this research to 2021 while also identifying top women authors. Women’s representation (1) as authors has slowly increased but has not kept pace with membership trends, (2) as EBMs has not increased significantly since 1996, and (3) as editors has fallen below membership trends in 2021. With regard to top-producing women authors, Tamara van Gog and Patricia Alexander led in terms of article counts and points, respectively. Compared to men, there were four women among the top 10 researchers in terms of article points, but only one woman among the top 10 researchers in terms of article counts. [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: <searchLink fieldCode="JN" term="%22Educational+Psychology+Review%22">Educational Psychology Review</searchLink>. Mar2023, Vol. 35 Issue 1, p1-29. 29p.
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  Label: Abstract
  Group: Ab
  Data: The claim that women have been underrepresented as authors, editorial board members (EBMs), and editors in educational psychology journals relevant to organizational membership was first made 25 years ago (Robinson et al., 1998). Since then, follow-up studies have found that women have made gains in each of these areas but still lag behind membership trends as authors and EBMs (Evans et al., 2005; Fong et al., 2009; Greenbaum et al., 2018). The present study extended this research to 2021 while also identifying top women authors. Women’s representation (1) as authors has slowly increased but has not kept pace with membership trends, (2) as EBMs has not increased significantly since 1996, and (3) as editors has fallen below membership trends in 2021. With regard to top-producing women authors, Tamara van Gog and Patricia Alexander led in terms of article counts and points, respectively. Compared to men, there were four women among the top 10 researchers in terms of article points, but only one woman among the top 10 researchers in terms of article counts. [ABSTRACT FROM AUTHOR]
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  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.)
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