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Gender and Education is a peer-reviewed journal published by Taylor & Francis, covering Gender Roles and Identity Studies, Gender Diversity and Inequality, Gender, Feminism, and Media.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Gender and Education 12 (3): 45–58.
Formats any DOI in Gender and Education style. No sign-up. |
| Publishes research in | Gender Roles and Identity Studies Gender Diversity and Inequality Gender, Feminism, and Media Youth Education and Societal Dynamics Teacher Education and Leadership Studies |
| ISSN | 0954-0253 |
| Citation impact (2-yr) | 2.43 |
| h-index | 102 |
| i10-index | 1,068 |
| Total citations | 55,181 |
| Top institutions publishing here | University of Cambridge |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Women are under‐represented in science, technology, engineering and mathematics (STEM) majors and careers in most industrialized countries around the world. This paper explores the broad array of explanations for the absence of women in STEM put forth in the literature of the last 30 years. It is argued that some proposed explanations are without merit…
Abstract The conditions under which women academics work provide the impetus for this article. Current trends in feminist and other writing are moving us away from dwelling on the disadvantages women experience in the academy. Yet the findings from the two Canadian studies reported here suggest that issues around children and career, anxieties about evaluation,…
While the concept of class does not sit easily with a very changed labour market in which traditional markers of working-class masculinity have been eroded and many people would not define themselves in class terms, the differences and inequalities associated with class have certainly far from disappeared. This article aims to explore how we might…
This paper engages with Diana Leonard's writing on how gender is constituted in the academy. It offers an international review of feminist knowledge on how gender and power interact with leadership in higher education. It interrogates the ‘leaderist turn’ or how leadership has developed into a popular descriptor and a dominant social and organisational technology…
Abstract The teaching of young children has long been dominated by women. This global phenomenon is firmly rooted in issues relating to economic development, urbanisation, the position of women in society, cultural definitions of masculinity and the value of children and childcare. There have been expressions of concern by the media, by government ministers, and…
