Complex pathways within nested systems: Exploring approaches to centering equity in peer review. Issue 5 (29th April 2022)

• Record Type: Journal Article
• Authors: Olitsky, Stacy
• Other Names: Settlage John guestEditor.; Williams Brian A. guestEditor.
• Is Part Of: Science education. Volume 106:Issue 5(2022)
• Page Start: 1283
• Page End: 1298
• Publication Date: 2022-04-29
• Subjects: bias -- equity -- identity -- peer review -- science education; Science -- Study and teaching -- Periodicals; 507
• DOI: 10.1002/sce.21732
• Languages: English
• ISSNs: 0036-8326

Abstract

Abstract: In this essay, I explore some of the insights provided in a set of three manuscripts that focus on centering equity in peer review, authored by Bancroft, Ryoo and Miles, Nkrumah and Mutegi, and Marshall and Salter. I consider various aspects of their arguments, highlighting implications for the procedures and norms of journals and funding organizations and questions for further consideration. Drawing on their findings and analyses, I discuss various recommendations, such as the need to change the rules and norms of peer review to be more equitable, to ensure that reviews are free from race, ethnicity, gender, and other kinds of identity‐related biases, to work towards equitable distribution of the resources, such as advising, mentoring, and valuable feedback, that support fair reviewing, and to establish criteria and rubrics that support research that is conducted in collaboration with communities marginalized in science education. In addition, I raise issues for further consideration, including the evolving relationship between "equity" and "merit" with regard to peer review and the need for centering equity in ways that allow for discussion, debate, and development of the field.