Exploring racial equity in the science education journal review process

Tara Nkrumah, Jomo W. Mutegi

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Across a broad range of disciplines, research has found that inequity is systemic in the journal review process. Collectively, however, this study does not specifically examine racial inequity. Moreover, literature on the peer review process in science education, in particular, does not foreground equity as a subject of study. The present study aims to address this void by examining racial equity in the peer review process with a specific focus on journals in science education. Data are collected from lead editors of major science education journals through the form of interviews, focus groups, and critical arts-based methods. The two research questions driving data collection are (a) In what ways does the science education journal peer review process promote racial equity? and (b) How are science education journal editors’ perceptions of racial inequity reflected in the peer review process? McNair and colleagues’ racial equity framework informs the explorations of journal review in science education from the lead editors’ perspectives. From our findings, we offer four suggestions for moving toward greater racial equity in the science education peer review process.

Original languageEnglish (US)
JournalScience Education
DOIs
StateAccepted/In press - 2022
Externally publishedYes

Keywords

  • peer reviewers
  • racial equity
  • science education

ASJC Scopus subject areas

  • Education
  • History and Philosophy of Science

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