ARE WOMEN UNDERREPRESENTED AS AUTHORS AND EDITORS OF EDUCATIONAL-PSYCHOLOGY JOURNALS

To determine the progress women have made in the last 20 years in term s of contributions to the knowledge base (i.e., authorship) and reputa tions as leading contributors (i.e., appointments as editors and edito rial board members) in educational psychology, we analyzed data from s ix journals: the American Educational Research Journal, Contemporary E ducational Psychology, the Educational Psychologist, Educational Psych ology Review, the Journal of Experimental Education, and the Journal o f Educational Psychology. Results indicated that (a) women's progress in terms of authorships could be predicted by their increasing represe ntation as educational psychologists, (b) opportunities for females to become editorial board members seem to be getting better, and (c) opp ortunities for females to become editors seem to be getting worse. (C) 1998 Academic Press.