The claim that women have been underrepresented as authors, editorial board members (EBMs), and editors in educational psychology journals relevant to organizational membership was first made 25 years ago (Robinson et al., 1998). Since then, follow-up studies have found that women have made gains in each of these areas but still lag behind…

This study updates and extends prior work on institutional and individual productivity in educational psychology journals ("Cognition and Instruction," "Contemporary Educational Psychology," "Educational Psychologist," "Educational Psychology Review," "Journal of Educational Psychology") from 2015…

This article examines top-producing female authors, editors, and editorial board members in five educational psychology journals (i.e., Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2016. Results extend data from four…

Previous investigations of the productivity of educational psychologists (Smith et al., 1998 and Smith et al., 2003) have used a points system that defines high productivity as having few co-authors and high authorship placement. Due to the increasingly collaborative nature of educational psychology research (Robinson, McKay, Katayama, & Fan,…

Previously, Robinson, McKay, Katayama, and Fan (1998) examined women's involvement in six educational psychology journals ("American Educational Research Journal," "Contemporary Educational Psychology," "Educational Psychologist," "Educational Psychology Review," "Journal of Experimental Education," and "Journal of Educational Psychology") from…

S.G. Little (1997) reported the top contributors to the school psychology literature from 1987 to 1995. The present study represents a follow-up by examining the top contributors from 1996 to 2005. Similar to Little, a list of the top 50 contributors was developed using a point system that assigned more credit based on fewer coauthors and higher…