Whose Voices Lead? Analyzing Gendered Authorship Trends in Educational Technology Journals from 2019 to 2024

• In Event: AERA Poster Session Sunday 1:45 pm
  In Poster Session: Systemic, Critical, and Applied Perspectives on Technology Integration

Abstract

This systematic bibliometric review examines gender representation in authorship across six top-tier educational technology journals from 2019 to 2024. Building on prior studies that identified persistent disparities, we analyzed 1,010 articles to investigate trends in authorship by gender, publication year, methodological approach, and subject area. Findings reveal ongoing underrepresentation of women, particularly as first authors and in single-authored publications, despite their majority in doctoral education. Statistical analyses confirm significant disparities when compared to expected benchmarks. Fluctuations in authorship trends over time raise important questions about the role of systemic factors, including the COVID-19 pandemic and emerging technologies like generative AI, in shaping research productivity. This study contributes to efforts to build more equitable scholarly publishing ecosystems in educational technology.

Authors

• Loraine Cisternas-Garcia, University of Florida

• Nazanin Adhami, University of Florida

• Lauren Weisberg, University of Texas - Arlington

• Christine Wusylko, Kennesaw State University

• Elfa Nur Iftitah, University of Florida

• Yi-Pin Wei, University of Florida

• Kara M. Dawson, University of Florida