The Journal of Women and Minorities in Science and Engineering (JWM) publishes original, peer-reviewed papers that report on empirical investigations covering a variety of topics related to achieving inclusion of historically underrepresented and minoritized populations in science and engineering education, academe, and professional practice. These populations include those who identify as people of color, white women, first generation college students, veterans, members of the LGBTQ+ community, people with disabilities, and the intersections of these and other identities. The journal especially welcomes research manuscripts that use theoretical frameworks and methodologies appropriate to the study of underrepresented and marginalized populations and/or use intersectional approaches. The journal also publishes studies on novel educational innovations that hold promise for transferability to other contexts.
The COVID-19 pandemic continues to disrupt nearly every aspect of our daily lives, and we recognize that people's needs are unique during this time. Some need to completely check out of academic life. Others are clinging to what normalcy they can through continuing their academic work. There's certainly no single way to navigate any of this, and we hope that you doing what you need for yourself and your loved ones. That said, our editorial board recognizes the need for equity work has been and will continue to be paramount. Our hope is that by continuing production of the useful, insightful, and liberatory manuscripts in our queue, we can continue to support those who are still working to support/improve the experiences of marginalized students and others in STEM. Although there are emerging trends for institutions to consider adjusting their tenure timelines for pre-tenure faculty, we also recognize that there are people who are hoping (and needing) to continue disseminating their work through outlets like JWM.
Reviewers, please let us know if you need additional time to complete reviews. We are very happy to work adjust due dates to accommodate your schedule.
Authors, please be patient with our editorial board and our reviewers, knowing that we are doing our best to maintain undisrupted production during this time.
Julie P. Martin, on behalf of the Editorial Board
JWM currently has a large volume of manuscripts in the review and production process. Out of respect for our authors and reviewers, the JWM editorial board has decided to pause submission of new submissions until January 17, 2022. Please note that this pause does not impact the articles already in review or those being submitted to the upcoming themed issue on Black Males in STEM.
Call for Manuscripts: A Themed Issue of the Journal of Women and Minorities in Science and Engineering (JWM) on Black Males in STEM
Erik M. Hines1
, Edward C. Fletcher Jr2
, and James L. Moore III2
Florida State University (e-mail: firstname.lastname@example.org
.) and 2
The Ohio State University (e-mails: email@example.com
. and firstname.lastname@example.org.)
Themed Issue and Overview of Topics
Producing the next generation of citizens with science, technology, engineering, and mathematics (STEM) competencies remains a national priority (Carnevale et al., 2013; Olson & Gerardi-Riordan, 2012). Unfortunately, many demographics of the U.S. citizenry are underrepresented across the STEM enterprise (e.g., postsecondary and workforce sectors). Specifically, Black males are an underrepresented student demographic in STEM (Henderson et al., in revision). For example, in 2015, Black males comprised only 3.2% of the STEM workforce (NSF, 2017), noting the need for greater recruitment, retention, graduation of Black male students in STEM degree programs and, more importantly, placement in such careers.
We, Drs. Erik E. Hines, Edward C. Fletcher Jr., and James L. Moore III, invite manuscript submissions for this special issue, “Black Males in STEM,” that address broadening the participation of Black males in STEM across a variety of continuums (i.e., Pre-K to Workplace). Sample topics may include nurturing STEM academic and career interests among Black young men and boys at the elementary, secondary, and/or postsecondary levels; retaining Black males in computer science and/or engineering at minority serving institutions and/or predominately White institutions; fostering STEM identity in high school and/or the collegiate level among Black males; increasing the number of Black male STEM faculty at colleges and universities; and increasing the number of Black male STEM K-12 teachers.
Extended Abstract Submission and Review Process:
All prospective contributors should submit an extended abstract (two-page, single-space maximum), including a proposed manuscript title, the names of authors and their institutional affiliations. They must present a detailed description of the proposed manuscript, including its theoretical framework, description of sample and/or research setting, and methodological approach, and any potential STEM education, policy, research, and practice implications. Additionally, in the extended abstract, the prospective contributors must explain how the proposed manuscript is aligned with the special issue. The guest editors will review all extended abstract submissions and will identify reviewers, with specific expertise, to review the extended abstracts. After these reviews are completed, the guest editors will extend an invitation to those prospective contributors who are encouraged to submit a full manuscript.
1. Extended Abstracts: All extended abstracts should be no longer than 2 pages (i.e., single-space maximum; references not included) and should include the following sections: (a) Rationale for Manuscript, (b) Theory/Framework, (c) Methodology/Research Design, (d) Originality/Value, (e) Positionality, Results/Findings, and (f) Proposed STEM potential STEM education, policy, research, and practice implications. All extended abstracts are due on February 1, 2022. Each extended abstract submission should begin with “Themed Issue: Black Males in STEM,” followed by the proposed manuscript title, the names of authors, and their institutional affiliations, and contact information of first author and/or sole author.
2. All extended abstracts should be submitted to the Begell House Submission System
3. Invitations/Non-Invitations: Selected prospective contributors will receive an invitation to submit a full manuscript by March 15, 2022
, and those individuals who were not selected will receive notification that they were selected to submit a full manuscript on the same date.
4. Initial Submissions of Full Manuscripts: Manuscripts are due June 1, 2022
. More details will be provided in the invitation letter to submit a full manuscript.
5. Initial Decisions: We will send initial reviews and decisions by August 5, 2022
. Reviewer comments along with an initial decision (accept, minor revisions, major revisions, or reject) will be sent to the authors. We do not guarantee publication based on initial acceptance as we will evaluate the quality of the manuscript.
6. Revised Manuscripts are due by September 9, 2022
7. Authors will be notified of final Decisions (acceptance, minor revisions) by October 14, 2022
8. Final Manuscripts are due by November 18, 2022
9. Anticipated publication date: Early/Mid 2023
If you have any questions, please contact us.
Carnevale, A. P., Smith, N., & Melton, M. (2013). STEM: Science technology engineering
mathematics. Georgetown University Center on Education and the Workforce
National Science Foundation, National Center for Science and Engineering Statistics.
(2017). Women, minorities, and persons with disabilities in science and engineering: 2017.
Special Report NSF 17-310. Arlington, VA. Available at www.nsf.gov/statistics/wmpd/.
Olson, S., Gerardi-Riordan, D. (2012). Engage to excel: Producing one million additional college
graduates with degrees in science, technology, engineering, and mathematics Report to the President, President’s Council of Advisors on Science and Technology (PCAST). Washington, D.C. https://files.eric.ed.gov/fulltext/ED541511.pdf
Call for Papers: Reimagining STEM Higher Education Research