October 25, 2023
Call for Special Issue Manuscripts: “Visibilizing Indigenous Women and Non-binary Relatives Experiences in Higher Education”
Journal of Women and Gender in Higher Education is an international, peer-reviewed journal publishing high-quality, original research. Please see the journal's Aims & Scope for information about its focus and peer-review policy.
Please note that this journal only publishes manuscripts in English.
Journal of Women and Gender in Higher Education accepts the following types of article: Original Articles, Book Reviews, Program Descriptions
Print ISSN: 2637-9112 Online ISSN: 2637-9120
4 issues per year
NASPA Journal About Women in Higher Education is abstracted and indexed in the following services:
NASPA—Student Affairs Administrators in Higher Education and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, NASPA—Student Affairs Administrators in Higher Education and our publisher Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by NASPA—Student Affairs Administrators in Higher Education and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. NASPA—Student Affairs Administrators in Higher Education and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions .
Currently known as: Journal of Women and Gender in Higher Education (2019 - current)
Formerly known as NASPA Journal About Women in Higher Education (2008 - 2018)
Special Issues: Centering the Diverse Experiences of Black Women Undergraduates
Journal of Women and Gender in Higher Education publishes scholarship that centers gender-based experiences of students, faculty, and staff while examining oppression, including but not limited to patriarchy, sexism, trans* oppression, and cisnormativity as they intersect with other systems of domination. We are particularly interested in manuscripts that not only focus on a gender-based group but also critically interrogate the ways in which gender has been used as a construct to limit opportunities and shape outcomes and experiences. The journal publishes high-quality and rigorous scholarship that can be used by NASPA members and others to transform daily practice, research, and the field of higher education.
At JWG we recognize and honor language that is self-identified instead of ascribed language or identifiers. As such and in accordance with APA 7th edition guidelines, JWG expects authors to carefully interrogate the conflation between sex and gender. In most cases, and especially for this journal, social scientists are interested in questions of gender and gender expression (e.g., women, feminine, genderfluid), rather than sex (e.g., male, intersex). We recommend that all authors and review board members familiarize themselves with information regarding the conflation and assignment of sex and gender as well as identity and assignment found in the APA manual (see p. 139).
Research Paper: Manuscripts that use empirical methods to answer a significant question about students, administrators, or faculty. Journal of Women and Gender in Higher Education accepts manuscripts based on both quantitative as well as qualitative research and manuscripts that are about pedagogy as well as student, faculty and administrator experiences. Undergo blind review.
Scholarly Essay: A scholarly essay uses the literature to address an important problem related to women or gender in the academy. A scholarly essay may also critique existing ideas or practices. Such an essay will be evaluated based on its importance and logical development. Undergo blind review.
Program descriptions are brief 1,000 word descriptions of innovative or particularly effective programs serving women or another gender-based group in higher education. They should include a description of the program with enough detail that someone could replicate it on their campus. Also, authors should include details about the methods that were undertaken to assess it. Program descriptions typically undergo editorial review but may be sent for blind peer review at the discretion of the editors.
Commissioned by the editors, media reviews (e.g., books, films, podcasts) undergo editorial but not peer review. Unsolicited media reviews may be submitted with prior approval from the editor.
Scholarship can exist in various media. Understanding this and that there are instances in which issues of women and gender in higher education are presented in digital media, film, television, podcasts, music, and other creative arts, the journal invites the scholarly review of media to demonstrate the contributions of knowledge production in forms of public scholarship, discourse, and representation.
Media reviews undergo editorial but not peer review. Each media review will be evaluated based on its importance, logical development, contribution to scholarly conversations regarding women and gender in higher education, and cohesion.
Both book and media reviews should be no more than 4 pages, inclusive of tables, figure captions, footnotes and should contain an abstract of less than 150 words. Abstracts should describe the review's approach and intent, along with a brief statement describing the contribution of the media to existing women, gender, and higher education scholarship.
All manuscripts must follow American Psychological Association (APA) style. Most manuscripts are typically between 25 and 30 pages, double-spaced, in 12-point Times New Roman font. Page length includes tables and figures, but does not include title page, abstract, or references.
Manuscripts are judged using a blind review process, each by at least two reviewers. The genre of the paper is taken into consideration when being critiqued. Criteria related to some modes of inquiry are noted below, but these are suggestive, not definitive or exhaustive.
Research Paper: Consider the use of theory and the available literature; the design, sampling, and data gathering procedures; appropriateness of the method for the question; the treatment and interpretation of data; the importance of results; the practical and substantive implications of results.
Practice Paper: A practice paper is a manuscript length description and evaluation of a novel issue, program or approach to professional practice in postsecondary education. Undergo blind review.
Scholarly Essay: Consider the importance of the problem, thoroughness of coverage of relevant literature, and logical development of the essay.
Program Description: Consider the adequacy of the description of the practice or program, the uniqueness of the case, the method for gathering data about the program, the implications of the program for other colleges and universities.
Each manuscript is evaluated on the paper's form and content. Form includes writing style and readibility, logical development, length, and relation of author's objectives to those appropriate for the genre. Content includes originality of topic or approach, significance of the subject, and significance to the readers. The manuscripts published in the Journal of Women and Gender in Higher Education are selected by the editors in consultation with the reviewers.
All manuscripts must be submitted online through the Journal of Women and Gender in Higher Education ScholarOne Manuscript Submission Site.
At JWG, we recognize and honor language that is self-identified instead of ascribed language or identifiers. As such and in accordance with APA 7th edition guidelines, JWG expects authors to carefully interrogate the conflation between sex and gender. In most cases, and especially for this journal, social scientists are interested in questions of gender and gender expression (e.g., women, feminine, genderfluid), rather than sex (e.g., male, intersex). We recommend that all authors and review board members familiarize themselves with information regarding the conflation and assignment of sex and gender as well as identity and assignment found in the APA manual (see p. 139).
As part of the developmental review process, we recommend all reviewers to utilize the Journal of Women and Gender in Higher Education Reviewer Guidelines.
We encourage reviewers to either provide direct and detailed feedback through the ScholarOne system or to anonymously provide tracked changes in Word. Please see instructions for Word users on PC and Mac for technical assistance.
COVID-19 impact on peer review
As a result of the significant disruption that is being caused by the COVID-19 pandemic we understand that many authors and peer reviewers will be making adjustments to their professional and personal lives. As a result they may have difficulty in meeting the timelines associated with our peer review process. Please let the journal editorial office know if you need additional time. Our systems will continue to remind you of the original timelines but we intend to be flexible.
Thank you for choosing to submit your paper to us. These instructions will ensure we have everything required so your paper can move through peer review, production and publication smoothly. Please take the time to read and follow them as closely as possible, as doing so will ensure your paper matches the journal’s requirements.
For general guidance on every stage of the publication process, please visit the Taylor & Francis Author Services website. For editing support, including translation and language polishing, explore the Taylor & Francis Editing Services website.
This journal uses ScholarOne Manuscripts (previously Manuscript Central) to peer review manuscript submissions. Please read the guide for ScholarOne authors before making a submission. Complete guidelines for preparing and submitting your manuscript to this journal are provided below.
Preparing Your Paper
Research Articles, SPractice Articles, and Scholarly Essays
Should be written with the following elements in the following order: title page; abstract; keywords; main text introduction, materials and methods, results, discussion; acknowledgments; references; appendices (as appropriate); table(s) with caption(s) (on individual pages); figures; figure captions (as a list)
-Research Paper: Manuscripts that use empirical methods to answer a significant question about women students, administrators, or faculty. JWG accepts manuscripts based on both quantitative as well as qualitative research and manuscripts that are about pedagogy as well as student, faculty, and administrator experiences. Undergo blind review.
-Practice Paper: A practice paper is a manuscript length description and evaluation of a novel issue, program or approach to professional practice in postsecondary education. Undergo blind review.
-Scholarly Essay: A scholarly essay will address an important problem related to women in the academy. A scholarly essay may also critique existing ideas or practices. Such an essay will be evaluated based on its importance and logical development. Undergo blind review. Literature Review: Publishable literature reviews should provide syntheses of previously unsynthesized research and scholarship on a question or topic of importance to the field. Undergo blind review.
-Program Descriptions: Program descriptions are brief 500 word descriptions of innovative or particularly effective programs serving women in higher education. Program descriptions typically undergo editorial review but may be sent for blind peer review at the discretion of the editors.
-Media Reviews: Commissioned by the editors, media reviews undergo editorial but not peer review. Unsolicited book reviews may be submitted with prior approval from the editor. Scholarship can exist in various media. Understanding this and that there are instances in which issues of women and gender in higher education are presented in digital media, film, television, podcasts, music, and other creative arts, the journal invites the scholarly review of media to demonstrate the contributions of knowledge production in forms of public scholarship, discourse, and representation. Each media review will be evaluated based on its importance, logical development, contribution to scholarly conversations regarding women and gender in higher education, and cohesion.
The manuscript should be no more than 4 pages, inclusive of tables, figure captions, footnotes and should contain an abstract of less than 150 words Abstracts should describe the review's approach and intent, along with a brief statement describing the contribution of the media to existing women, gender, and higher education scholarship.
The review should be double-spaced, in Times New Roman 12-point font, with 1- inch margins on all sides and must include:
Please refer to these quick style guidelines when preparing your paper, rather than any published articles or a sample copy.
Please remove any identifying information from your manuscript. Manuscripts including author names or other identifying information may be returned to authors for anonymization.
Please use American spelling style consistently throughout your manuscript.
Please use double quotation marks, except where “a quotation is ‘within’ a quotation”. Please note that long quotations should be indented without quotation marks.
Formatting and Templates
Papers may be submitted in Word format. Figures should be saved separately from the text. To assist you in preparing your paper, we provide formatting template(s).
Word templates are available for this journal. Please save the template to your hard drive, ready for use.
If you are not able to use the template via the links (or if you have any other template queries) please contact us here.
Please use this reference guide when preparing your paper.
Taylor & Francis Editing Services
To help you improve your manuscript and prepare it for submission, Taylor & Francis provides a range of editing services. Choose from options such as English Language Editing, which will ensure that your article is free of spelling and grammar errors, Translation, and Artwork Preparation. For more information, including pricing, visit this website.
Checklist: What to Include
Using Third-Party Material in your Paper
You must obtain the necessary permission to reuse third-party material in your article. The use of short extracts of text and some other types of material is usually permitted, on a limited basis, for the purposes of criticism and review without securing formal permission. If you wish to include any material in your paper for which you do not hold copyright, and which is not covered by this informal agreement, you will need to obtain written permission from the copyright owner prior to submission. More information on requesting permission to reproduce work(s) under copyright.
This journal uses ScholarOne Manuscripts to manage the peer-review process. If you haven't submitted a paper to this journal before, you will need to create an account in ScholarOne. Please read the guidelines above and then submit your paper in the relevant Author Center, where you will find user guides and a helpdesk.
Please note that Journal of Women and Gender in Higher Education uses Crossref™ to screen papers for unoriginal material. By submitting your paper to Journal of Women and Gender in Higher Education you are agreeing to originality checks during the peer-review and production processes.
On acceptance, we recommend that you keep a copy of your Accepted Manuscript. Find out more about sharing your work.
Emiko Blalock - Michigan State University
Jaclyn Brandhorst - University of Central Missouri
Sarah Cardwell - Connecticut College
Devasmita Chakraverty - Washington State University
Hannah Clayborne - Ashland University
Sarah Colomé - University of Illinois Urbana Champagne
Jennifer Crandall - American Council on Education
Dawn Culpepper - University of Maryland, College Park
Sharon A. Dannels - George Washington University
Antonio Duran - The Ohio State University
Pamela Eddy - College of William and Mary
Kathryn Enke - Association of American Colleges & Universities
Rachel Friedensen - St. Cloud State University
Stacey Garrett - Appalachian State University
Regina Garza Mitchell - Western Michigan University
Simone Gause - University of South Carolina
Niah Grimes - Morgan State University
Justin Gutzwa - Michigan State University
Paige Haber-Curran - Texas State University
Meseret Hailu - Arizona State University
Nicholas Havey - University of California, LA
Stephanie Hernandez Rivera
Anne Hornak - Central Michigan University
Bryce Hughes - Montana State University
Susan V. Iverson - Manhattanville College
Jody E. Jessup-Anger - Marquette University
Ane Johnson - Rowan University
Stephanie Jones - Texas Tech University
Juliette Landphair - University of Mary Washington
Jamie Lester - George Mason University
Leslie Lewis - Clemson University
Chris Linder - University of Utah
Karla Loya-Suarez - University of Hartford
Ketevan (Kate) Mamiseishvili - University of Arkansas
Sarah M. Marshall - Central Michigan University
Sharon McDade - Greenwood/Asher & Associates, Inc.
Saralyn McKinnon-Crowley - University of Texas at Austin
Carlota Ocampo - Trinity Washington University
Ezinne Ofoegbu - North Carolina State
Melissa Ooten - University of Richmond
Dajanae Palmer - University of Wisconsin Madison
Marie Claudia Perdigao - Polytechnic of Coimbra
April Perry - Western Carolina University
Christa Porter - Kent State University
Ericka Roland - University of Texas- Arlington
Sacha Sharp - Indiana University School of Medicine
Leslie Jo Shelton - University of Arkansas- Fayetteville
Samantha Silberstein - University of North Carolina Wilmington
Michele Smith - Missouri State University
Stella Smith - Prairie View A & M University
Alyssa Stefanese Yates - American Council on Education
Dannelle Diane Stevens - Portland State University
Trisha Teig - University of Denver
Connie R. Tingson-Gatuz - Madonna University
Amber Vlasnik - University of California, San Diego
Nicole West - Missouri State University
Annie Wofford - Northern Arizona University
Cynthia Wolf Johnson - retired
Aoi Yamanaka - George Mason University
Graduate Student and New Professional Board
Emily Braught - Indiana University Purdue University - Indianapolis
Amanda Carr - University of Missouri
Karen Chaney - Boston University
Lauren Contreras - University of Denver
Brittany Devies - Florida State University
Audrey Devost - University of California, LA
Christy Dinkins - Philadelphia College of Osteopathic Medicine
Lori Durako Fisher - North Carolina State
Steven Feldman - Indiana University Bloomington
Lisa Garcia - Western Michigan University
Aliya Hoff - Arizona State University
Martha Kakooza - Morgan State University
Sarah Kilmer - University of Maryland
Jennifer Krebsbach - University of California Davis
Symone McCollum - Texas A&M University
Amy Miele - Rutgers University
Huyen Nguyen - Texas A&M University
Neeraja Panchapakesan - University of Georgia
Shauntisha Pilgrim - Morgan State University
Brandy Propst - University of North Carolina - Greensboro
Gabriel Pulido - The Pennsylvania State University
Ana Romero - University of California, LA
Mirana Rutan - University of Tennessee Knoxville
Guadalupe Saldivar - Michigan State University
Beauna Spencer - University of California -Irvine
Lindsey Templeton - University of Maryland, College Park
Ekaete Udoh - University of Missouri
Emily VanZoest - North Carolina State University
Kate Westaby - University of Wisconsin-Madison
Ece Yilmaz - North Carolina State University
Kat Yoffie - University of South Carolina
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**Usage in 2017-2019 for articles published in 2015-2019.
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