Abstract
Previous studies have investigated the characteristics, influencing factors, and working strategies of highly successful educational psychologists. These studies, however, have focused mainly on male scholars. Consequently, little is known about how successful female educational psychologists go about their work and are so productive. In the present study, we addressed this gap by interviewing five leading female educational psychologists (Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog) about factors that have aided their success and about their gender-related experiences. The five female scholars revealed their trademark characteristics, the important people and places that influenced their careers, and their time- and research-management strategies. They also provided unique insights about their experiences and perspectives as women in the field of educational psychology. Findings offer guidance for budding scholars, particularly women.
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Notes
Max Planck Institutes are independent research institutions in Germany and abroad that are operated by the Max Planck Society.
We counted the presenting authors and discussants at the EARLI 2019 conference. There were 1266 women, 651 men, and 23 names not clearly classified as male or female.
Habilitation is a postdoctoral qualification that used to be a prerequisite for a professorship in many European countries.
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We thank the five scholars for their valuable insights. We thank professor Thamar Voss for providing feedback on the interview questions.
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Patricia Alexander’s research family tree
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Prinz, A., Zeeb, H., Flanigan, A.E. et al. Conversations with Five Highly Successful Female Educational Psychologists: Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog. Educ Psychol Rev 33, 763–795 (2021). https://doi.org/10.1007/s10648-020-09552-y
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DOI: https://doi.org/10.1007/s10648-020-09552-y