The hidden curriculum of academic writing: Toward demystifying manuscript preparation in counseling psychology.

Abstract

In this article, we aim to unpack some of the hidden curriculum in publishing successfully in the Journal of Counseling Psychology (JCP) and other academic outlets. The many unspoken and implicit considerations behind writing a successful academic article can reinforce epistemic exclusions around class, gender, race, sexuality, and other axes of power that ultimately limit who gets to publish in academic journals and about what. Thus, we work to articulate the processes behind writing an academic article. Specifically, we offer suggestions for (a) writing compelling, precise, and parsimonious introductions, (b) clearly addressing the goals of the study via an accurate and detailed description of the method, (c) aligning analytic decisions with the research questions or hypotheses and the data parameters at hand, and (d) discussing the story of data in the context of prior scholarship, study limitations, and real-world implications. Where applicable, we provide concrete examples of published studies to "unhide" writing processes and to illustrate the invisible narratives and intentions behind key writing practices. We also present a checklist as an easy-to-reference companion to this article to help demystify the writing process. This article aligns with the commitment of JCP's editorial leadership to play an active role in opening up the scholarly publication process so that the pipeline of manuscripts submitted to and accepted by JCP shapes a more inclusive future for the field. (PsycInfo Database Record (c) 2022 APA, all rights reserved).