Pub Date : 2023-05-12DOI: 10.1177/27526461231175688
Fariha Tajammal, S. Arun, Mansour Pourmehdi
The right to education is crucial for solving gender inequalities in developing countries. Set against the backdrop of persistent gender disparities starting from primary education level in Pakistan, using capability approach, this article analyses gender inequalities in education in the Punjab province through the effectiveness of the Girls’ Stipend Programme (GSP) on girls’ educational opportunities using a mixed methods approach. The GSP, aims to increase female enrolment in public schools, and targets families from lower socio-economic backgrounds. The findings show that the GSP has led to short-term impact on girls’ increased enrolment in middle schools, although issues of access to education such as physical safety, transition to secondary schools and the quality of schooling needed attention. The parental aspirations for girls’ education is high particularly among mothers from lower economic backgrounds and main driver for female education but the larger question of the instrumental role of education in transforming gender inequalities is still pertinent.
{"title":"Why invest in girls’ education? Evidence from the girl stipend programme in Pakistan","authors":"Fariha Tajammal, S. Arun, Mansour Pourmehdi","doi":"10.1177/27526461231175688","DOIUrl":"https://doi.org/10.1177/27526461231175688","url":null,"abstract":"The right to education is crucial for solving gender inequalities in developing countries. Set against the backdrop of persistent gender disparities starting from primary education level in Pakistan, using capability approach, this article analyses gender inequalities in education in the Punjab province through the effectiveness of the Girls’ Stipend Programme (GSP) on girls’ educational opportunities using a mixed methods approach. The GSP, aims to increase female enrolment in public schools, and targets families from lower socio-economic backgrounds. The findings show that the GSP has led to short-term impact on girls’ increased enrolment in middle schools, although issues of access to education such as physical safety, transition to secondary schools and the quality of schooling needed attention. The parental aspirations for girls’ education is high particularly among mothers from lower economic backgrounds and main driver for female education but the larger question of the instrumental role of education in transforming gender inequalities is still pertinent.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"162 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134421353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.1177/27526461231174625
Amy M. Magnus, S. Coutin, F. Leslie
Diversity work remains one of the most critical, yet complicated and contentious efforts in higher education. To promote transformative institutional change, a university in California, United States developed an innovative, federally funded community-building model designed to institutionalize diversity efforts. As part of this model, a cross-sectional climate survey was administered in 2010, 2014, and 2018 to learn more about perceptions of campus diversity-oriented work. We present a qualitative, Critical Race Theory analysis of faculty and graduate student responses to the open-ended question, “What do you think we should know about diversity at [this university]?” These data offer a window into a unique period of American history when politics were, and continue to be, especially contentious and social inequality was, and is, at the forefront of American consciousness. We conclude with respondent-inspired suggestions for moving higher education toward social justice.
{"title":"Doing diversity work in higher education: Systemic inequality, institutional change, and campus attitudes","authors":"Amy M. Magnus, S. Coutin, F. Leslie","doi":"10.1177/27526461231174625","DOIUrl":"https://doi.org/10.1177/27526461231174625","url":null,"abstract":"Diversity work remains one of the most critical, yet complicated and contentious efforts in higher education. To promote transformative institutional change, a university in California, United States developed an innovative, federally funded community-building model designed to institutionalize diversity efforts. As part of this model, a cross-sectional climate survey was administered in 2010, 2014, and 2018 to learn more about perceptions of campus diversity-oriented work. We present a qualitative, Critical Race Theory analysis of faculty and graduate student responses to the open-ended question, “What do you think we should know about diversity at [this university]?” These data offer a window into a unique period of American history when politics were, and continue to be, especially contentious and social inequality was, and is, at the forefront of American consciousness. We conclude with respondent-inspired suggestions for moving higher education toward social justice.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"3 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113931898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.1177/27526461231174627
Issah Alhassan, Abiba Asoma, Hilda Ofori Donkoh
The study set out to give an in-depth analysis of the experiences of adolescent student mothers studying at the pre-tertiary level. Specifically, it examined how they balance caring for the baby while paying attention to their academic work and the implications of their dual role. To achieve the stated goal, a case study design within a qualitative approach was deployed for the study. Findings revealed navigating the dual role at the pre-tertiary level is not easy. Colleagues and family members offer support to achieve a balance. However, this is often limited. Mind and attention split when thinking about the other role. The role conflict put them in a bind. The inability to find a balance leads to the decision to give up one of the roles. This leads to worsening psychological problems, worsening financial burden, poor academic performance, dropping out of school, poor upbringing, and traumatization of adolescent student mothers and their children.
{"title":"Examining the dual role among adolescent mothers of pre-tertiary school students in Ghana","authors":"Issah Alhassan, Abiba Asoma, Hilda Ofori Donkoh","doi":"10.1177/27526461231174627","DOIUrl":"https://doi.org/10.1177/27526461231174627","url":null,"abstract":"The study set out to give an in-depth analysis of the experiences of adolescent student mothers studying at the pre-tertiary level. Specifically, it examined how they balance caring for the baby while paying attention to their academic work and the implications of their dual role. To achieve the stated goal, a case study design within a qualitative approach was deployed for the study. Findings revealed navigating the dual role at the pre-tertiary level is not easy. Colleagues and family members offer support to achieve a balance. However, this is often limited. Mind and attention split when thinking about the other role. The role conflict put them in a bind. The inability to find a balance leads to the decision to give up one of the roles. This leads to worsening psychological problems, worsening financial burden, poor academic performance, dropping out of school, poor upbringing, and traumatization of adolescent student mothers and their children.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132009403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-02DOI: 10.1177/27526461231174624
A. Issahaku, Abiba Asoma
Education is necessary for human development, especially at a time when the conventional labor market is in decline, yet the challenges of child marriage remain unresolved. The study examined how Northern Ghana’s rural folks handle calls for marriage and higher education. A case study design was implemented within the qualitative method to achieve the stated goal. Results revealed that factors influencing marriage and education choices include poor educational background, peer influence, teenage pregnancy, financial constraints, and parental pressure. There was a greater interest in marriage than in higher education. The institution of marriage is cheap compared to the cost of tertiary education, combined with economic and social advantages. This negatively affects education decisions. Results also showed that higher education helps build better homes and keeps marital households financially secure. However, females are less likely to marry and have children than their male counterparts. The results uncovered elements of incrementalism in the decisions of Senior High School graduates. This is reflected in limited expert advice, limited consideration of alternatives, and more focus on personal experience and feelings related to problem-solving and troubleshooting. However, when confronted with the consequences of their decisions, the study detected traces of rationality and incrementalism.
{"title":"Education and marriage behavior Among rural folks: A dilemma of senior high school graduates in Northern-Ghana","authors":"A. Issahaku, Abiba Asoma","doi":"10.1177/27526461231174624","DOIUrl":"https://doi.org/10.1177/27526461231174624","url":null,"abstract":"Education is necessary for human development, especially at a time when the conventional labor market is in decline, yet the challenges of child marriage remain unresolved. The study examined how Northern Ghana’s rural folks handle calls for marriage and higher education. A case study design was implemented within the qualitative method to achieve the stated goal. Results revealed that factors influencing marriage and education choices include poor educational background, peer influence, teenage pregnancy, financial constraints, and parental pressure. There was a greater interest in marriage than in higher education. The institution of marriage is cheap compared to the cost of tertiary education, combined with economic and social advantages. This negatively affects education decisions. Results also showed that higher education helps build better homes and keeps marital households financially secure. However, females are less likely to marry and have children than their male counterparts. The results uncovered elements of incrementalism in the decisions of Senior High School graduates. This is reflected in limited expert advice, limited consideration of alternatives, and more focus on personal experience and feelings related to problem-solving and troubleshooting. However, when confronted with the consequences of their decisions, the study detected traces of rationality and incrementalism.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132705032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-20DOI: 10.1177/27526461231170390
Fabrice Kabele Kandjanga
This qualitative case study describes one urban school leader’s behaviors in the process of implementing culturally responsive school practices. Through deductive and inductive analysis, this study identifies key behaviors of urban culturally responsive school leaders that promote sustainable culturally responsive practices in their schools. Evidence from interviews, observations, and documents shows the unique actions that culturally responsive school leaders embody and how they respond to culturally unique school contexts. Further research is recommended to expand the understanding and knowledge of culturally responsive school practices and strategies used by school leaders in relation to community contexts and influence.
{"title":"What are the ways in which a culturally responsive school leader influences the learning environment of historically marginalized students in an urban high school?","authors":"Fabrice Kabele Kandjanga","doi":"10.1177/27526461231170390","DOIUrl":"https://doi.org/10.1177/27526461231170390","url":null,"abstract":"This qualitative case study describes one urban school leader’s behaviors in the process of implementing culturally responsive school practices. Through deductive and inductive analysis, this study identifies key behaviors of urban culturally responsive school leaders that promote sustainable culturally responsive practices in their schools. Evidence from interviews, observations, and documents shows the unique actions that culturally responsive school leaders embody and how they respond to culturally unique school contexts. Further research is recommended to expand the understanding and knowledge of culturally responsive school practices and strategies used by school leaders in relation to community contexts and influence.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132693590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-07DOI: 10.1177/27526461231166013
Syra Shakir, A. Siddiquee
This article presents an evidence-based case study of a co-creation research project aimed to build and improve a sense of belonging and community through co-created activities, events, and campaigns. Various activities brought together both students and staff across a post-92 university in the North of England. The co-created project gathered empirical data to explore how belonging and community were experienced by students, evaluated the impact of the co-created events and campaigns for students, and highlighted key areas for the university to further develop. These included recommendations for how the university supports students to feel a sense of belonging, the efficacy of its Race Equality Charter action plan addressing differential outcomes, the learning and teaching approach around using co-creation, embedding equity and social justice within both curriculum and student support services, improved communication systems with students, and ensuring the concept of belonging is at the forefront of student experience. The article concludes by highlighting the intrinsic connection to retention, progression, and success for students with feeling a sense belonging in higher education and describes how co-creation can be used for social justice and equity activism to bring about positive changes to benefit a whole university community.
{"title":"‘Our community building and belonging’: A student and staff co-creation project","authors":"Syra Shakir, A. Siddiquee","doi":"10.1177/27526461231166013","DOIUrl":"https://doi.org/10.1177/27526461231166013","url":null,"abstract":"This article presents an evidence-based case study of a co-creation research project aimed to build and improve a sense of belonging and community through co-created activities, events, and campaigns. Various activities brought together both students and staff across a post-92 university in the North of England. The co-created project gathered empirical data to explore how belonging and community were experienced by students, evaluated the impact of the co-created events and campaigns for students, and highlighted key areas for the university to further develop. These included recommendations for how the university supports students to feel a sense of belonging, the efficacy of its Race Equality Charter action plan addressing differential outcomes, the learning and teaching approach around using co-creation, embedding equity and social justice within both curriculum and student support services, improved communication systems with students, and ensuring the concept of belonging is at the forefront of student experience. The article concludes by highlighting the intrinsic connection to retention, progression, and success for students with feeling a sense belonging in higher education and describes how co-creation can be used for social justice and equity activism to bring about positive changes to benefit a whole university community.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121786072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-02DOI: 10.1177/27526461231166960
Environmental education programs have been shown to produce numerous positive outcomes for participants. However, literature also shows that imbalances may exist regarding the distribution of those outcomes and discrepancies related to affordance of benefits to diverse populations; in some instances, those discrepancies do not simply lack inclusion, but perpetuate the exclusion of certain individuals. While there are likely many factors and potential solutions related to this discrepancy, a closer look at student funds of knowledge within learning context may provide insight regarding program modifications. Incorporating student funds of knowledge within a learning experience has been shown to benefit learners and support more meaningful experiences. The present paper presents an evaluation tool designed to measure the extent to which a curriculum incorporates student funds of knowledge. Further, we demonstrate the use of this evaluation tool through the examination of an existing curriculum: Project WET 2.0. The curriculum provided limited opportunities to incorporate student funds of knowledge. Students participating in Project WET 2.0 may not experience the benefits associated with incorporating student funds of knowledge including stronger connections between outside worlds and classroom content.
{"title":"Evaluating curriculum for student funds of knowledge: A review of project WET 2.0","authors":"","doi":"10.1177/27526461231166960","DOIUrl":"https://doi.org/10.1177/27526461231166960","url":null,"abstract":"Environmental education programs have been shown to produce numerous positive outcomes for participants. However, literature also shows that imbalances may exist regarding the distribution of those outcomes and discrepancies related to affordance of benefits to diverse populations; in some instances, those discrepancies do not simply lack inclusion, but perpetuate the exclusion of certain individuals. While there are likely many factors and potential solutions related to this discrepancy, a closer look at student funds of knowledge within learning context may provide insight regarding program modifications. Incorporating student funds of knowledge within a learning experience has been shown to benefit learners and support more meaningful experiences. The present paper presents an evaluation tool designed to measure the extent to which a curriculum incorporates student funds of knowledge. Further, we demonstrate the use of this evaluation tool through the examination of an existing curriculum: Project WET 2.0. The curriculum provided limited opportunities to incorporate student funds of knowledge. Students participating in Project WET 2.0 may not experience the benefits associated with incorporating student funds of knowledge including stronger connections between outside worlds and classroom content.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123626821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-27DOI: 10.1177/27526461231166011
Harriet Dunbar-Morris
This case study presents the ‘charrette model’ based on work undertaken by the University Alliance (UA), but refined and implemented at the University of Portsmouth to address a key university objective to address awarding gaps between graduates of different ethnicities. First the model, and how it can be used to bring staff and students together to co-create solutions to awarding gaps, will be introduced. The model focuses on what happens in teaching spaces and curricula. We first outline how the UA developed and brought to ‘proof of concept’ a ‘sandpit’ focused on innovative curriculum development for the 21st century. Then the model was further developed as a ‘charrette’ for course teams and students to work together to address the awarding gap at university level. The case study goes on to present further development, where charrette participants concentrate on bespoke and tailored changes at course and subject level, and work with student ambassadors in a focused way. Finally, lessons learned from the roll-out of the charrette model are presented, along with plans for future development. The case study is intended to provide insight for how to implement a similar initiative in other institutions.
{"title":"Charrettes for success – A case study of a collaborative workshop approach to driving curriculum change to address awarding gaps","authors":"Harriet Dunbar-Morris","doi":"10.1177/27526461231166011","DOIUrl":"https://doi.org/10.1177/27526461231166011","url":null,"abstract":"This case study presents the ‘charrette model’ based on work undertaken by the University Alliance (UA), but refined and implemented at the University of Portsmouth to address a key university objective to address awarding gaps between graduates of different ethnicities. First the model, and how it can be used to bring staff and students together to co-create solutions to awarding gaps, will be introduced. The model focuses on what happens in teaching spaces and curricula. We first outline how the UA developed and brought to ‘proof of concept’ a ‘sandpit’ focused on innovative curriculum development for the 21st century. Then the model was further developed as a ‘charrette’ for course teams and students to work together to address the awarding gap at university level. The case study goes on to present further development, where charrette participants concentrate on bespoke and tailored changes at course and subject level, and work with student ambassadors in a focused way. Finally, lessons learned from the roll-out of the charrette model are presented, along with plans for future development. The case study is intended to provide insight for how to implement a similar initiative in other institutions.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125153337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-27DOI: 10.1177/27526461231163326
Dan Derbyshire, Olivia Barnett-Naghshineh, B. Roberts, Riadh Ghemmour, M. M. Reza, Morwenna Rogers, L. Fleming
Inequalities within academia – and the research outputs of academic – are a widely acknowledged problem. This results in the reproduction of knowledge gaps within academic praxis. The current study presents a case study from an environment and human health research group, looking at the extent to which the research outputs mirror the wider knowledge gaps in the field. We use systematic review search methods to obtain publications for an environment and health research group since 2010. We use a combination of EndNote and VosViewer to analyse the frequency of key words and concepts in the titles, abstracts and keywords of these publications. We retrieved a total of 950 publications between 2010 and 2022. We find significant gaps with respect to key concepts appearing in the titles, abstracts and keywords of publications. We find that terms such as ‘colonisation’ and ‘racism’ are not mentioned at all. We reflect on the production process of academic research with respect to reproducing blind spots within environment and human health research. We discuss our results in the context of calls to make academic research more inclusive.
{"title":"Keywords are missing: Insights from the publication keywords, abstracts and titles of an environment and human health research group","authors":"Dan Derbyshire, Olivia Barnett-Naghshineh, B. Roberts, Riadh Ghemmour, M. M. Reza, Morwenna Rogers, L. Fleming","doi":"10.1177/27526461231163326","DOIUrl":"https://doi.org/10.1177/27526461231163326","url":null,"abstract":"Inequalities within academia – and the research outputs of academic – are a widely acknowledged problem. This results in the reproduction of knowledge gaps within academic praxis. The current study presents a case study from an environment and human health research group, looking at the extent to which the research outputs mirror the wider knowledge gaps in the field. We use systematic review search methods to obtain publications for an environment and health research group since 2010. We use a combination of EndNote and VosViewer to analyse the frequency of key words and concepts in the titles, abstracts and keywords of these publications. We retrieved a total of 950 publications between 2010 and 2022. We find significant gaps with respect to key concepts appearing in the titles, abstracts and keywords of publications. We find that terms such as ‘colonisation’ and ‘racism’ are not mentioned at all. We reflect on the production process of academic research with respect to reproducing blind spots within environment and human health research. We discuss our results in the context of calls to make academic research more inclusive.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128172662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-23DOI: 10.1177/27526461231163328
Md. Sajjad Hosain
The issue of “predatory journal” has become a major concern within the academic domain. This paper outlines the underlying reasons behind publishing in predatory journals mainly by some authors from developing countries. I conducted semi-structured telephone interviews with fifty authors from six countries who have already published some of their papers in predatory journals. I recorded the whole interview and later documented those conversations. Afterward, I summarized those documented conversations and highlighted the reasons for publishing in predatory journals made by the interviewees. The major cause indicated by the authors was to mitigate faster publication requirements posed by their educational authorities. Another obvious reason they pointed was the lack of sufficient funds or budgets for conducting research projects that compelled them to publish in such low cost journals that guarantee faster publication. However, some of those authors reported that they were induced to submit papers to those predatory journals to increase the number of papers and citations that brings mental peace to them. Finally, a few interviewees reported that they opted for predatory journals for faster and easy publication as they have insufficient research capacity. I expect to have the attention of policymakers at higher educational institutions and funding agencies so that they can increase research budget and stop the authors from publishing in predatory journals.
{"title":"Why do some authors from developing countries publish papers in predatory journals? Evidence from phone interviews","authors":"Md. Sajjad Hosain","doi":"10.1177/27526461231163328","DOIUrl":"https://doi.org/10.1177/27526461231163328","url":null,"abstract":"The issue of “predatory journal” has become a major concern within the academic domain. This paper outlines the underlying reasons behind publishing in predatory journals mainly by some authors from developing countries. I conducted semi-structured telephone interviews with fifty authors from six countries who have already published some of their papers in predatory journals. I recorded the whole interview and later documented those conversations. Afterward, I summarized those documented conversations and highlighted the reasons for publishing in predatory journals made by the interviewees. The major cause indicated by the authors was to mitigate faster publication requirements posed by their educational authorities. Another obvious reason they pointed was the lack of sufficient funds or budgets for conducting research projects that compelled them to publish in such low cost journals that guarantee faster publication. However, some of those authors reported that they were induced to submit papers to those predatory journals to increase the number of papers and citations that brings mental peace to them. Finally, a few interviewees reported that they opted for predatory journals for faster and easy publication as they have insufficient research capacity. I expect to have the attention of policymakers at higher educational institutions and funding agencies so that they can increase research budget and stop the authors from publishing in predatory journals.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132175516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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