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Women's contributions to instructional technology journals

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Abstract

Eleven leading instructional technology journals were examined to determine the percentage of articles written by women during a five-year period, 1988–1992. In addition, where women were either first or second author, the articles were analyzed to identify their main topic and categorized based on the categories used by Ely (1992) in determining the trends of the field. Results of this study indicate that the percentage of women publishing in journals in instructional technology showed no indication of consistency or trends of increase or decrease over the five-year period and averaged 34%, with an annual mean ranging from 27% to 54%. Content analysis revealed that women's publications in instructional technology journals were primarily of a technological nature in educational contexts.

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Authors and Affiliations

  1. the Center for Instructional Development, Syracuse University, USA

    Anne L. Foley (doctoral student and evaluation intern)

  2. Instructional Design, Development and Evaluation, Syracuse University, USA

    Patricia G. Keener (doctoral student)

  3. Instructional Design, Syracuse University, USA

    Robert C. Branch (Assistant Professor)

Authors
  1. Anne L. Foley
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  2. Patricia G. Keener
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  3. Robert C. Branch
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Foley, A.L., Keener, P.G. & Branch, R.C. Women's contributions to instructional technology journals. ETR&D 42, 55–62 (1994). https://doi.org/10.1007/BF02299093

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  • DOI: https://doi.org/10.1007/BF02299093

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