Trends in Female Authorships, Editorial Board Memberships, and Editorships in Educational Psychology Journals from 2003 to 2008

Abstract

Robinson, McKay, Katayama, and Fan (Contemporary Educational Psychology, 23, 331–343, 1998) reported that women were underrepresented in terms of authorships, editorial board memberships, and editorships in the field of educational psychology based on membership trends. More recently, Evans, Hsieh, and Robinson (Educational Psychology Review, 17, 263–271, 2005) reported that women had made gains as editors but had not kept pace with organizational membership in terms of authorships and editorial board memberships. Our goal in this paper was to further examine women’s participation in educational psychology journals by extending the datasets of Robinson et al. and Evans et al. The number of female authors per article, particularly those from non-US institutions, has continued to increase. However, consistent with Evans et al., although females are continuing to make numerical gains in both authorships—both primary and secondary—and editorial board memberships, their involvement has not kept pace in relation to membership trends.