the higher education review magazine

The Review of Higher Education

Penny A. Pasque, The Ohio State University; Thomas F. Nelson Laird, Indiana University, Bloomington

Journal Details

The Review of Higher Education  is interested in empirical research studies, empirically-based historical and theoretical articles, and scholarly reviews and essays that move the study of colleges and universities forward. The most central aspect of  RHE  is the saliency of the subject matter to other scholars in the field as well as its usefulness to academic leaders and public policymakers. Manuscripts submitted for  RHE  need to extend the literature in the field of higher education and may connect across fields and disciplines when relevant. Selection of articles for publication is based solely on the merits of the manuscripts with regards to conceptual or theoretical frameworks, methodological accurateness and suitability, and/or the clarity of ideas and gathered facts presented. Additionally, our publications center around issues within US Higher Education and any manuscript that we send for review must have clear implications for US Higher Education. 

Guidelines for Contributors

Manuscripts should be typed, serif or san serif text as recommended by APA 7th edition (e.g., 11-point Calibri, 11-point Arial, and 10-point Lucida Sans Unicode, 12-point Times New Roman, 11-point Georgia, 10-point Computer Modern) double-spaced throughout, including block quotes and references. Each page should be numbered on the top right side of the page consecutively and include a running head. Please supply the title of your submission, an abstract of 100 or fewer words, and keywords as the first page of your manuscript submission (this page does not count towards your page limit). The names, institutional affiliations, addresses, phone numbers, email addresses and a short biography of authors should appear on a separate cover page to aid proper masking during the review process. Initial and revised submissions should not run more than 32 pages (excluding abstract, keywords, and references; including tables, figures and appendices). Authors should follow instructions in the 7th edition Publication Manual of the American Psychological Association; any manuscripts not following all APA guidelines will not be reviewed. Please do not change fonts, spacing, or margins or use style formatting features at any point in the manuscript except for tables. All tables should be submitted in a mutable format (i.e. not a fixed image). Please upload your manuscript as a word document. All supporting materials (i.e., tables, figures, appendices) should be editable in the manuscript or a separate word document (i.e., do not embedded tables or figures). For a fixed image, please upload a separate high-resolution JPEG.

Authors should use their best judgment when masking citations. Masking some or all citations that include an author’s name can help prevent reviewers from knowing the identities of the authors. However, in certain circumstances masking citations is unnecessary or could itself reveal the identities of manuscript authors. Because authors are in the best position to know when masking citations will be effective, the editorial team will generally defer to them for these decisions.

Manuscripts are to be submitted in Word online at  mc.manuscriptcentral.com/rhe . (If you have not previously registered on this website, click on the “Register here” link to create a new account.) Once you log on, click on the “Author Center” link and then follow the printed instructions to submit your manuscript.

The term “conflict of interest” means any financial or other interest which conflicts with the work of the individual because it (1) could significantly impair the individual’s objectivity or (2) could create an unfair advantage for any person or organization. We recommend all authors review and adhere to the ASHE Conflict of Interest Policy before submitting any and all work. Please refer to the policy at  ashe.ws/ashe_coi

Please note that  The Review of Higher Education  does not require potential contributors to pay an article submission fee in order to be considered for publication.  Any other website that purports to be affiliated with the Journal and that requires you to pay an article submission fee is fraudulent. Do not provide payment information. Instead, we ask that you contact the  RHE  editorial office at  [email protected]  or William Breichner the Journals Publisher at the Johns Hopkins University Press  [email protected] .

Author Checklist for New Submissions

Page Limit.  Manuscripts should not go over 32 pages (excluding abstract, keywords, and references; including tables, figures and appendices.)

Masked Review.  All author information (i.e., name, affiliation, email, phone number, address) should appear on a separate cover page of the manuscript. The manuscript should have no indication of authorship. Any indication of authorship will result in your manuscript being unsubmitted.

Formatting.  Manuscripts should be typed, serif or san serif text as recommended by APA 7th edition (e.g., 11-point Calibri, 11-point Arial, and 10-point Lucida Sans Unicode, 12-point Times New Roman, 11-point Georgia, 10-point Computer Modern), double-spaced throughout, including block quotes and references, and each page should be numbered on the top right side of the page consecutively. Authors should follow instructions in the 7th edition Publication Manual of the American Psychological Association; this includes running heads, heading levels, spacing, margins, etc.. Any manuscripts not following APA 7th edition will be unsubmitted. [Please note, the  RHE  editorial team recommends 12-pt Times New Roman font to ensure proper format conversion within the ScholarOne system.]

Abstract.  All manuscripts must include an abstract of 100 words or fewer, and keywords as the first page of your manuscript submission (this page does not count towards your page limit).

Author Note.  An Author’s note may include Land Acknowledgments, Disclosure Statement (i.e., funding sources), or other acknowledgments. This should appear on your title page (not in the masked manuscript).  

Tables.  All tables should be editable. Tables may be uploaded in the manuscript itself or in a separate word document. All tables must be interpretable by readers without the reference to the manuscript. Do not duplicate information from the manuscript into tables. Tables must present additional information from what has already been stated in the manuscript.

Figures.  Figures should be editable in the manuscript or a separate word document (i.e., no embedded tables). For fixed images, please upload high-resolution JPEGs separately.

References.  The reference page should follow 7th edition APA guidelines and be double spaced throughout (reference pages do not count toward your page limit). 

Appendices.  Appendices should generally run no more than 3 manuscript pages. 

Additional Checklist for Revised Submissions

Revised manuscripts should follow the checklist above, with the following additional notes: 

Page Limit.  Revised manuscripts should stay within the page limit for new submissions (32 pages). However, we do realize that this is not always possible, and we may allow for a couple of extra pages for your revisions. Extensions to your page length will be subject to editor approval upon resubmission, but may not exceed 35 pages (excluding abstract, keywords, and references).

• Author Response to Reviewer Comments.  At the beginning of your revised manuscript file, please include a separate masked statement that indicates fully [1] all changes that have been made in response to the reviewer and editor suggestions and the pages on which those changes may be found in the revised manuscript and [2] those reviewer and editor suggestions that are not addressed in the revised manuscript and a rationale for why you think such revisions are not necessary. This can be in the form of a table or text paragraphs and must appear at the front of your revised manuscript document. Your response to reviewer and editor comments will not count toward your manuscript page limit. Please note that, because you will be adding your response to the reviewer and editor feedback to the beginning of your submission, this may change the page numbers of your document unless you change the pagination and start your manuscript itself on page 1. The choice is yours but either way, please ensure that you reference the appropriate page numbers within your manuscript in these responses. Additionally, when you submit your revised manuscript, there will be a submission box labeled “Author Response to Decision Letter”. You are not required to duplicate information already provided in the manuscript, but instead may use this to send a note to the reviewer team (e.g., an anonymous cover letter or note of appreciation for feedback). Please maintain anonymity throughout the review process by NOT including your name or by masking any potentially identifying information when providing your response to the reviewer's feedback (both in documents and the ScholarOne system).

Editorial Correspondence

Please address all correspondence about submitting articles (no subscriptions, please) to one or both of the following editors:

Dr. Penny A. Pasque, PhD Editor, Review of Higher Education 341 C Ramseyer Hall 29 W. Woodruff Avenue The Ohio State University Columbus, OH 43210 email:  [email protected]

Dr. Thomas F. Nelson Laird, PhD Editor, Review of Higher Education 201 North Rose Avenue Indiana University School of Education Bloomington, IN 47405-100 email:  [email protected]

Submission Policy

RHE publishes original works that are not available elsewhere. We ask that all manuscripts submitted to our journal for review are not published, in press or submitted to other journals while under our review. Additionally, reprints and translations of previously published articles will not be accepted.

Type of Preliminary Review

RHE utilizes a collaborative review process that requires several members of the editorial team to ensure that submitted manuscripts are suitable before being sent out for masked peer-review. Members of this team include a Editor, Associate Editor and Managing Editors. Managing Editors complete an initial review of manuscripts to ensure authors meet RHE ’s Author Guidelines and work with submitting authors to address preliminary issues and concerns (i.e., APA formatting). Editors and Associate Editors work together to decide whether it should be sent out for review and select appropriate reviewers for the manuscript.

Type of Review

When a manuscript is determined as suitable for review by the collaborative decision of the editorial team, Editors and/or Associate Editors will assign reviewers. Both the authors’ and reviewers’ are masked throughout the review and decision process.

Criteria for Review

Criteria for review include, but are not limited to, the significance of the topic to higher education, completeness of the literature review, appropriateness of the research methods or historical analysis, and the quality of the discussion concerning the implications of the findings for theory, research, and practice. In addition, we look for the congruence of thought and approach throughout the manuscript components.

Type of Revisions Process

Some authors will receive a “Major Revision” or “Minor Revision” decision. Authors who receive such decisions are encouraged to carefully attend to reviewer’s comments and recommendations and resubmit their revised manuscripts for another round of reviews. When submitting their revised manuscripts, authors are asked to include a response letter and indicate how they have responded to reviewer comments and recommendations. In some instances, authors may be asked to revise and resubmit a manuscript more than once.

Review Process Once Revised

Revised manuscripts are sent to the reviewers who originally made comments and recommendations regarding the manuscript, whenever possible. We rely on our editorial board and ad-hoc reviewers who volunteer their time and we give those reviewers a month to provide thorough feedback. Please see attached pdf for a visual representation of the RHE workflow .

Timetable (approx.)

• Managing Editor Technical Checks – 1-3 days
• Editor reviews and assigns manuscript to Associate Editors – 3-5 days
• Associate Editor reviews and invites reviewers – 3-5 days
• Reviewer comments due – 30 days provided for reviews
• Associate Editor makes a recommendation –  5-7 days
• Editor makes decision – 5-7 days
• If R&R, authors revise and resubmit manuscript – 90 days provided for revisions
• Repeat process above until manuscript is accepted or rejected -

Type of review for book reviews

Book reviews are the responsibility of the associate editor of book reviews. Decisions about acceptance of a book review are made by that associate editor.

The Hopkins Press Journals Ethics and Malpractice Statement can be found at the ethics-and-malpractice  page.

The Review of Higher Education expects all authors to review and adhere to ASHE’s Conflict of Interest Policy before submitting any and all work. The term “conflict of interest” means any financial or other interest which conflicts with the work of the individual because it (1) could significantly impair the individual’s objectivity or (2) could create an unfair advantage for any person or organization. Please refer to the policy at ashe.ws/ashe_coi .

Guidelines for Book Reviews

RHE publishes book reviews of original research, summaries of research, or scholarly thinking in book form. We do not publish reviews of books or media that would be described as expert opinion or advice for practitioners.

The journal publishes reviews of current books, meaning books published no more than 12 months prior to submission to the associate editor in charge of book reviews.

If you want to know whether the RHE would consider a book review before writing it, you may email the associate editor responsible for book reviews with the citation for the book.

Reviewers should have scholarly expertise in the higher education research area they are reviewing.

Graduate students are welcome to co-author book reviews, but with faculty or seasoned research professionals as first authors.

Please email the review to the associate editor in charge of book reviews (Timothy Reese Cain, [email protected] ), who will work through necessary revisions with you if your submission is accepted for publishing.

In general, follow the APA Publication Manual, 7th edition.

Provide a brief but clear description and summary of the contents so that the reader has a good idea of the scope and organization of the book. This is especially important when reviewing anthologies that include multiple sections with multiple authors.

Provide an evaluation of the book, both positive and negative points. What has been done well? Not so well? For example the following are some questions that you can address (not exclusively), as appropriate:

What are the important contributions that this book makes?

What contributions could have been made, but were not made?

What arguments or claims were problematic, weak, etc.?

How is the book related to, how does it supplement, or how does it complicate current work on the topic?

To which audience(s) will this book be most helpful?

How well has the author achieved their stated goals?

Use quotations efficiently to provide a flavor of the writing style and/or statements that are particularly helpful in illustrating the author(s) points. 

If you cite any other published work, please provide a complete reference.

Please include a brief biographical statement immediately after your name, usually title and institution. Follow the same format for co authored reviews. The first author is the contact author.

Please follow this example for the headnote of the book(s) you are reviewing: Stefan M. Bradley. Upending the Ivory Tower: Civil Rights, Black Power, and the Ivy League. New York: New York University Press, 2018. 465 pp. $35. ISBN 97814798739999.

Our preferred length is 2,000–2,500 words in order for authors to provide a complete, analytical, review. Reviews of shorter books may not need to be of that length.

The term “conflict of interest” means any financial or other interest which conflicts with the work of the individual because it (1) could significantly impair the individual’s objectivity or (2) could create an unfair advantage for any person or organization. We recommend all book reviewers read and adhere to the ASHE Conflict of Interest Policy before submitting any and all work. Please refer to the policy at ashe.ws/ashe_coi

NOTE: If the Editor has sent a book to an author for review, but the author is unable to complete the review within a reasonable timeframe, we would appreciate the return of the book as soon as possible; thanks for your understanding.

Please send book review copies to the contact above. Review copies received by the Johns Hopkins University Press office will be discarded.

Penny A. Pasque,         The Ohio State University

Thomas F. Nelson Laird,         Indiana University-Bloomington

Associate Editors

Angela Boatman,         Boston College

Timothy Reese Cain (including Book Reviews),         University of Georgia

Milagros Castillo-Montoya,         University of Connecticut

Tania D. Mitchell,         University of Minnesota

Chrystal George Mwangi       George Mason University

Federick Ngo,        University of Nevada, Las Vegas

Managing Editors

Stephanie Nguyen,         Indiana University Bloomington

Monica Quezada Barrera,         The Ohio State University

Editorial Board

Sonja Ardoin,         Clemson University

Peter Riley Bahr,        University of Michigan

Vicki Baker,      Albion College

Allison BrckaLorenz,        Indiana University Bloomington

Nolan L. Cabrera,        The University of Arizona

Brendan Cantwell,        Michigan State University

Rozana Carducci,        Elon University

Deborah Faye Carter,         Claremont Graduate University

Ashley Clayton,         Louisiana State University

Regina Deil-Amen,         The University of Arizona 

Jennifer A. Delaney,     University of Illinois Urbana Champaign

Erin E. Doran,    Iowa State University

Antonio Duran,   Arizona State University 

Michelle M. Espino,        University of Maryland 

Claudia García-Louis,        University of Texas, San Antonio

Deryl Hatch-Tocaimaza,        University of Nebraska-Lincoln

Nicholas Hillman,        University of Wisconsin-Madison

Cindy Ann Kilgo,        Indiana University-Bloomington

Judy Marquez Kiyama,  University of Arizona

Román Liera,        Montclair State University

Angela Locks,        California State University, Long Beach

Demetri L. Morgan,  Loyola University Chicago

Rebecca Natow,         Hofstra University 

Z Nicolazzo,        The University of Arizona

Elizabeth Niehaus,        University of Nebraska-Lincoln

Robert T. Palmer,        Howard University

Rosemary Perez,        University of Michigan

OiYan Poon,         Spencer Foundation 

Kelly Rosinger,        The Pennsylvania State University

Vanessa Sansone,         The University of Texas at San Antonio

Tricia Seifert,        Montana State University

Barrett Taylor,         University of North Texas 

Annemarie Vaccaro,  University of Rhode Island

Xueli Wang,        University of Wisconsin-Madison

Stephanie Waterman,         University of Toronto 

Rachelle Winkle-Wagner,         University of Wisconsin-Madison

Association for the Study of Higher Education Board of Directors

The Review of Higher Education is the journal of Association for the Study Higher Education (ASHE) and follows the ASHE Bylaws and Statement on Diversity. 

ASHE Board of Directors

Abstracting & Indexing Databases

• Current Contents
• Web of Science
• Dietrich's Index Philosophicus
• IBZ - Internationale Bibliographie der Geistes- und Sozialwissenschaftlichen Zeitschriftenliteratur
• Internationale Bibliographie der Rezensionen Geistes- und Sozialwissenschaftlicher Literatur
• Academic Search Alumni Edition, 9/1/2003-
• Academic Search Complete, 9/1/2003-
• Academic Search Elite, 9/1/2003-
• Academic Search Premier, 9/1/2003-
• Current Abstracts, 9/1/2003-
• Education Research Complete, 3/1/1997-
• Education Research Index, Sep.2003-
• Education Source, 3/1/1997-
• Educational Administration Abstracts, 3/1/1991-
• ERIC (Education Resources Information Center), 1977-
• MLA International Bibliography (Modern Language Association)
• Poetry & Short Story Reference Center, 3/1/1997-
• PsycINFO, 2001-, dropped
• Russian Academy of Sciences Bibliographies
• TOC Premier (Table of Contents), 9/1/2003-
• Scopus, 1996-
• Gale Academic OneFile
• Gale OneFile: Educator's Reference Complete, 12/2001-
• Higher Education Abstracts (Online)
• ArticleFirst, vol.15, no.3, 1992-vol.35, no.2, 2011
• Electronic Collections Online, vol.20, no.1, 1996-vol.35, no.2, 2011
• Periodical Abstracts, v.26, n.4, 2003-v.33, n.3, 2010
• PsycFIRST, vol.24, no.3, 2001-vol.33, no.1, 2009
• Personal Alert (E-mail)
• Education Collection, 7/1/2003-
• Education Database, 7/1/2003-
• Health Research Premium Collection, 7/1/2003-
• Hospital Premium Collection, 7/1/2003-
• Periodicals Index Online, 1/1/1981-7/1/2000
• Professional ProQuest Central, 07/01/2003-
• ProQuest 5000, 07/01/2003-
• ProQuest 5000 International, 07/01/2003-
• ProQuest Central, 07/01/2003-
• Psychology Database, 7/1/2003-
• Research Library, 07/01/2003-
• Social Science Premium Collection, 07/01/2003-
• Educational Research Abstracts Online
• Research into Higher Education Abstracts (Online)
• Studies on Women and Gender Abstracts (Online)

Abstracting & Indexing Sources

• Contents Pages in Education   (Ceased)  (Print)
• Family Index   (Ceased)  (Print)
• Psychological Abstracts   (Ceased)  (Print)

Source: Ulrichsweb Global Serials Directory.

1.8 (2022) 3.2 (Five-Year Impact Factor) 0.00195 (Eigenfactor™ Score) Rank in Category (by Journal Impact Factor): 185 of 269 journals, in “Education & Educational Research”

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Readers include: Scholars, academic leaders, administrators, public policy makers involved in higher education, and all members of the Association for the Study of Higher Education (ASHE)

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Hopkins Press Journals

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The Review of Higher Education

In this issue.

• Volume 43, Number 3, Spring 2020

The Review of Higher Education (RHE) is considered one of the leading research journals in the field as it keeps scholars, academic leaders, and public policymakers abreast of critical issues facing higher education today. RHE advances the study of college and university issues by publishing peer-reviewed empirical research studies, empirically based historical and theoretical articles, and scholarly reviews and essays that move the study of colleges and universities forward. RHE receives hundreds of submissions per year, and our acceptance rate is ~5-7%. RHE is the official journal of the Association for the Study of Higher Education and follows the ASHE Bylaws and Statement on Diversity. A subscription is included in ASHE membership.

published by

Viewing issue, table of contents.

• Understanding the Food Insecurity Experiences of College Students: A Qualitative Inquiry
• Michael J. Stebleton, Crystal K. Lee, Kate K. Diamond
• pp. 727-752
• DOI: https://doi.org/10.1353/rhe.2020.0005

• STEM Degree Completion and First-Generation College Students: A Cumulative Disadvantage Approach to the Outcomes Gap
• Genia M. Bettencourt, Catherine A. Manly, Ezekiel Kimball, Ryan S. Wells
• pp. 753-779
• DOI: https://doi.org/10.1353/rhe.2020.0006
• Visualizing Quality: University Online Identities as Organizational Performativity in Higher Education
• Gerardo Luu Blanco, Amy Scott Metcalfe
• pp. 781-809
• DOI: https://doi.org/10.1353/rhe.2020.0007
• To Be Young, Gifted, and Black: The Relationship between Age and Race in earning Full Professorships
• Crystal R. Chambers, Sydney Freeman Jr.
• pp. 811-836
• DOI: https://doi.org/10.1353/rhe.2020.0008
• The Role of Social Justice Living-Learning Communities in Promoting Students Understanding of Social Justice and LLC Involvement
• Jody E. Jessup-Anger, Megan Armstrong, Brianne Johnson
• pp. 837-860
• DOI: https://doi.org/10.1353/rhe.2020.0009
• Fostering Historically Underserved Students' Success: An Embedded Peer Support Model that Merges Non-Cognitive Principles with Proven Academic Support Practices
• Kathryn Tucker, Gwen Sharp, Shi Qingmin, Tony Scinta, Sandip Thanki
• pp. 861-885
• DOI: https://doi.org/10.1353/rhe.2020.0010
• Exploring Factors Contributing to College Success among Student Veteran Transfers at a Four-Year University
• Vanessa A. Sansone, Jennifer S. Tucker Segura
• pp. 888-916
• DOI: https://doi.org/10.1353/rhe.2020.0011
• Possible Selves and Higher Education: New Interdisciplinary Insights ed. by Holly Henderson, Jacqueline Stevenson, and Ann-Marie Bathmaker (review)
• Honggang Liu, Yang Xia
• pp. E-27-E-29
• DOI: https://doi.org/10.1353/rhe.2020.0012
• The Assault on American Excellence by Anthony Kronman (review)
• Andrew Forsyth
• pp. E-29-E-32
• DOI: https://doi.org/10.1353/rhe.2020.0013
• High-Impact Practices in Online Education: Research and Best Practices ed. by Kathryn E. Linder and Chrysanthemum Mattison Hayes (review)
• Jessica Hale
• pp. E-32-E-35
• DOI: https://doi.org/10.1353/rhe.2020.0000
• Knowledge, Power, and Academic Freedom by Joan Wallach Scott (review)
• Dr. Shauntey James
• pp. E-36-E-37
• DOI: https://doi.org/10.1353/rhe.2020.0001
• Write More, Publish More, Stress Less! Five Key Principles for a Creative and Sustainable Scholarly Practice by Dannelle D. Stevens (review)
• pp. E-37-E-40
• DOI: https://doi.org/10.1353/rhe.2020.0002
• Unequal Higher Education: Wealth, Status, and Student Opportunity by Barrett J. Taylor and Brendan Cantwell (review)
• Caroline Thouin
• pp. E-40-E-42
• DOI: https://doi.org/10.1353/rhe.2020.0003
• Living on Campus: An Architectural History of the American Dormitory by Carla Yanni (review)
• Patrick Schmidt
• pp. E-43-E-45
• DOI: https://doi.org/10.1353/rhe.2020.0004

Previous Issue

Volume 43, Number 2, Winter 2019

Volume 43, Number 4, Summer 2020

Additional Information

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Additional Issue Materials

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On The Site

Harvard educational review.

Edited by Maya Alkateb-Chami, Jane Choi, Jeannette Garcia Coppersmith, Ron Grady, Phoebe A. Grant-Robinson, Pennie M. Gregory, Jennifer Ha, Woohee Kim, Catherine E. Pitcher, Elizabeth Salinas, Caroline Tucker, Kemeyawi Q. Wahpepah

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Journal Information

• ISSN: 0017-8055
• eISSN: 1943-5045
• Keywords: scholarly journal, education research
• First Issue: 1930
• Frequency: Quarterly

Description

The Harvard Educational Review (HER) is a scholarly journal of opinion and research in education. The Editorial Board aims to publish pieces from interdisciplinary and wide-ranging fields that advance our understanding of educational theory, equity, and practice. HER encourages submissions from established and emerging scholars, as well as from practitioners working in the field of education. Since its founding in 1930, HER has been central to elevating pieces and debates that tackle various dimensions of educational justice, with circulation to researchers, policymakers, teachers, and administrators.

Our Editorial Board is composed entirely of doctoral students from the Harvard Graduate School of Education who review all manuscripts considered for publication. For more information on the current Editorial Board, please see here.

A subscription to the Review includes access to the full-text electronic archives at our Subscribers-Only-Website .

Editorial Board

2023-2024 Harvard Educational Review Editorial Board Members

Maya Alkateb-Chami Development and Partnerships Editor, 2023-2024 Editor, 2022-2024 [email protected]

Maya Alkateb-Chami is a PhD student at the Harvard Graduate School of Education. Her research focuses on the role of schooling in fostering just futures—specifically in relation to language of instruction policies in multilingual contexts and with a focus on epistemic injustice. Prior to starting doctoral studies, she was the Managing Director of Columbia University’s Human Rights Institute, where she supported and co-led a team of lawyers working to advance human rights through research, education, and advocacy. Prior to that, she was the Executive Director of Jusoor, a nonprofit organization that helps conflict-affected Syrian youth and children pursue their education in four countries. Alkateb-Chami is a Fulbright Scholar and UNESCO cultural heritage expert. She holds an MEd in Language and Literacy from Harvard University; an MSc in Education from Indiana University, Bloomington; and a BA in Political Science from Damascus University, and her research on arts-based youth empowerment won the annual Master’s Thesis Award of the U.S. Society for Education Through Art.

Jane Choi Editor, 2023-2025

Jane Choi is a second-year PhD student in Sociology with broad interests in culture, education, and inequality. Her research examines intra-racial and interracial boundaries in US educational contexts. She has researched legacy and first-generation students at Ivy League colleges, families served by Head Start and Early Head Start programs, and parents of pre-K and kindergarten-age children in the New York City School District. Previously, Jane worked as a Research Assistant in the Family Well-Being and Children’s Development policy area at MDRC and received a BA in Sociology from Columbia University.

Jeannette Garcia Coppersmith Content Editor, 2023-2024 Editor, 2022-2024 [email protected]

Jeannette Garcia Coppersmith is a fourth-year Education PhD student in the Human Development, Learning and Teaching concentration at the Harvard Graduate School of Education. A former public middle and high school mathematics teacher and department chair, she is interested in understanding the mechanisms that contribute to disparities in secondary mathematics education, particularly how teacher beliefs and biases intersect with the social-psychological processes and pedagogical choices involved in math teaching. Jeannette holds an EdM in Learning and Teaching from the Harvard Graduate School of Education where she studied as an Urban Scholar and a BA in Environmental Sciences from the University of California, Berkeley.

Ron Grady Editor, 2023-2025

Ron Grady is a second-year doctoral student in the Human Development, Learning, and Teaching concentration at the Harvard Graduate School of Education. His central curiosities involve the social worlds and peer cultures of young children, wondering how lived experience is both constructed within and revealed throughout play, the creation of art and narrative, and through interaction with/production of visual artifacts such as photography and film. Ron also works extensively with educators interested in developing and deepening practices rooted in reflection on, inquiry into, and translation of the social, emotional, and aesthetic aspects of their classroom ecosystems. Prior to his doctoral studies, Ron worked as a preschool teacher in New Orleans. He holds a MS in Early Childhood Education from the Erikson Institute and a BA in Psychology with Honors in Education from Stanford University.

Phoebe A. Grant-Robinson Editor, 2023-2024

Phoebe A. Grant-Robinson is a first year student in the Doctor of Education Leadership(EdLD) program at the Harvard Graduate School of Education. Her ultimate quest is to position all students as drivers of their destiny. Phoebe is passionate about early learning and literacy. She is committed to ensuring that districts and school leaders, have the necessary tools to create equitable learning organizations that facilitate the academic and social well-being of all students. Phoebe is particularly interested in the intersection of homeless students and literacy. Prior to her doctoral studies, Phoebe was a Special Education Instructional Specialist. Supporting a portfolio of more than thirty schools, she facilitated the rollout of New York City’s Special Education Reform. Phoebe also served as an elementary school principal. She holds a BS in Inclusive Education from Syracuse University, and an MS in Curriculum and Instruction from Pace University.

Pennie M. Gregory Editor, 2023-2024

Pennie M. Gregory is a second-year student in the Doctor of Education Leadership (EdLD) program at the Harvard Graduate School of Education. Pennie was born in Incheon, South Korea and raised in Gary, Indiana. She has decades of experience leading efforts to improve outcomes for students with disabilities first as a special education teacher and then as a school district special education administrator. Prior to her doctoral studies, Pennie helped to create Indiana’s first Aspiring Special Education Leadership Institute (ASELI) and served as its Director. She was also the Capacity Events Director for MelanatED Leaders, an organization created to support educational leaders of color in Indianapolis. Pennie has a unique perspective, having worked with members of the school community, with advocacy organizations, and supporting state special education leaders. Pennie holds an EdM in Education Leadership from Marian University.

Jennifer Ha Editor, 2023-2025

Jen Ha is a second-year PhD student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. Her research explores how high school students learn to write personal narratives for school applications, scholarships, and professional opportunities amidst changing landscapes in college access and admissions. Prior to doctoral studies, Jen served as the Coordinator of Public Humanities at Bard Graduate Center and worked in several roles organizing academic enrichment opportunities and supporting postsecondary planning for students in New Haven and New York City. Jen holds a BA in Humanities from Yale University, where she was an Education Studies Scholar.

Woohee Kim Editor, 2023-2025

Woohee Kim is a PhD student studying youth activists’ civic and pedagogical practices. She is a scholar-activist dedicated to creating spaces for pedagogies of resistance and transformative possibilities. Shaped by her activism and research across South Korea, the US, and the UK, Woohee seeks to interrogate how educational spaces are shaped as cultural and political sites and reshaped by activists as sites of struggle. She hopes to continue exploring the intersections of education, knowledge, power, and resistance.

Catherine E. Pitcher Editor, 2023-2025

Catherine is a second-year doctoral student at Harvard Graduate School of Education in the Culture, Institutions, and Society program. She has over 10 years of experience in education in the US in roles that range from special education teacher to instructional coach to department head to educational game designer. She started working in Palestine in 2017, first teaching, and then designing and implementing educational programming. Currently, she is working on research to understand how Palestinian youth think about and build their futures and continues to lead programming in the West Bank, Gaza, and East Jerusalem. She holds an EdM from Harvard in International Education Policy.

Elizabeth Salinas Editor, 2023-2025

Elizabeth Salinas is a doctoral student in the Education Policy and Program Evaluation concentration at HGSE. She is interested in the intersection of higher education and the social safety net and hopes to examine policies that address basic needs insecurity among college students. Before her doctoral studies, Liz was a research director at a public policy consulting firm. There, she supported government, education, and philanthropy leaders by conducting and translating research into clear and actionable information. Previously, Liz served as a high school physics teacher in her hometown in Texas and as a STEM outreach program director at her alma mater. She currently sits on the Board of Directors at Leadership Enterprise for a Diverse America, a nonprofit organization working to diversify the leadership pipeline in the United States. Liz holds a bachelor’s degree in civil engineering from the Massachusetts Institute of Technology and a master’s degree in higher education from the Harvard Graduate School of Education.

Caroline Tucker Co-Chair, 2023-2024 Editor, 2022-2024 [email protected]

Caroline Tucker is a fourth-year doctoral student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. Her research focuses on the history and organizational dynamics of women’s colleges as women gained entry into the professions and coeducation took root in the United States. She is also a research assistant for the Harvard and the Legacy of Slavery Initiative’s Subcommittee on Curriculum and the editorial assistant for Into Practice, the pedagogy newsletter distributed by Harvard University’s Office of the Vice Provost for Advances in Learning. Prior to her doctoral studies, Caroline served as an American politics and English teaching fellow in London and worked in college advising. Caroline holds a BA in History from Princeton University, an MA in the Social Sciences from the University of Chicago, and an EdM in Higher Education from the Harvard Graduate School of Education.

Kemeyawi Q. Wahpepah Co-Chair, 2023-2024 Editor, 2022-2024 [email protected]

Kemeyawi Q. Wahpepah (Kickapoo, Sac & Fox) is a fourth-year doctoral student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. Their research explores how settler colonialism is addressed in K-12 history and social studies classrooms in the United States. Prior to their doctoral studies, Kemeyawi taught middle and high school English and history for eleven years in Boston and New York City. They hold an MS in Middle Childhood Education from Hunter College and an AB in Social Studies from Harvard University.

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Article Submission FAQ

Submissions, question: “what manuscripts are a good fit for her ”.

Answer: As a generalist scholarly journal, HER publishes on a wide range of topics within the field of education and related disciplines. We receive many articles that deserve publication, but due to the restrictions of print publication, we are only able to publish very few in the journal. The originality and import of the findings, as well as the accessibility of a piece to HER’s interdisciplinary, international audience which includes education practitioners, are key criteria in determining if an article will be selected for publication.

We strongly recommend that prospective authors review the current and past issues of HER to see the types of articles we have published recently. If you are unsure whether your manuscript is a good fit, please reach out to the Content Editor at [email protected] .

Question: “What makes HER a developmental journal?”

Answer: Supporting the development of high-quality education research is a key tenet of HER’s mission. HER promotes this development through offering comprehensive feedback to authors. All manuscripts that pass the first stage of our review process (see below) receive detailed feedback. For accepted manuscripts, HER also has a unique feedback process called casting whereby two editors carefully read a manuscript and offer overarching suggestions to strengthen and clarify the argument.

Question: “What is a Voices piece and how does it differ from an essay?”

Answer: Voices pieces are first-person reflections about an education-related topic rather than empirical or theoretical essays. Our strongest pieces have often come from educators and policy makers who draw on their personal experiences in the education field. Although they may not present data or generate theory, Voices pieces should still advance a cogent argument, drawing on appropriate literature to support any claims asserted. For examples of Voices pieces, please see Alvarez et al. (2021) and Snow (2021).

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Answer: No, all Book Notes are written internally by members of the Editorial Board.

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Answer: Please send details about your book to the Content Editor at [email protected].

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Question: “the submission guidelines state that manuscripts should be a maximum of 9,000 words – including abstract, appendices, and references. is this applicable only for research articles, or should the word count limit be followed for other manuscripts, such as essays”.

Answer: The 9,000-word limit is the same for all categories of manuscripts.

Question: “We are trying to figure out the best way to mask our names in the references. Is it OK if we do not cite any of our references in the reference list? Our names have been removed in the in-text citations. We just cite Author (date).”

Answer: Any references that identify the author/s in the text must be masked or made anonymous (e.g., instead of citing “Field & Bloom, 2007,” cite “Author/s, 2007”). For the reference list, place the citations alphabetically as “Author/s. (2007)” You can also indicate that details are omitted for blind review. Articles can also be blinded effectively by use of the third person in the manuscript. For example, rather than “in an earlier article, we showed that” substitute something like “as has been shown in Field & Bloom, 2007.” In this case, there is no need to mask the reference in the list. Please do not submit a title page as part of your manuscript. We will capture the contact information and any author statement about the fit and scope of the work in the submission form. Finally, please save the uploaded manuscript as the title of the manuscript and do not include the author/s name/s.

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Question: “can i be invited to submit a manuscript how”.

Answer: If you think your manuscript is a strong fit for HER, we welcome a request for invitation. Invited manuscripts receive one round of feedback from Editors before the piece enters the formal review process. To submit information about your manuscript, please complete the Invitation Request Form . Please provide as many details as possible. The decision to invite a manuscript largely depends on the capacity of current Board members and on how closely the proposed manuscript reflects HER publication scope and criteria. Once you submit the form, We hope to update you in about 2–3 weeks, and will let you know whether there are Editors who are available to invite the manuscript.

Review Timeline

Question: “who reviews manuscripts”.

Answer: All manuscripts are reviewed by the Editorial Board composed of doctoral students at Harvard University.

Question: “What is the HER evaluation process as a student-run journal?”

Answer: HER does not utilize the traditional external peer review process and instead has an internal, two-stage review procedure.

Upon submission, every manuscript receives a preliminary assessment by the Content Editor to confirm that the formatting requirements have been carefully followed in preparation of the manuscript, and that the manuscript is in accord with the scope and aim of the journal. The manuscript then formally enters the review process.

In the first stage of review, all manuscripts are read by a minimum of two Editorial Board members. During the second stage of review, manuscripts are read by the full Editorial Board at a weekly meeting.

Question: “How long after submission can I expect a decision on my manuscript?”

Answer: It usually takes 6 to 10 weeks for a manuscript to complete the first stage of review and an additional 12 weeks for a manuscript to complete the second stage. Due to time constraints and the large volume of manuscripts received, HER only provides detailed comments on manuscripts that complete the second stage of review.

Question: “How soon are accepted pieces published?”

Answer: The date of publication depends entirely on how many manuscripts are already in the queue for an issue. Typically, however, it takes about 6 months post-acceptance for a piece to be published.

Submission Process

Question: “how do i submit a manuscript for publication in her”.

Answer: Manuscripts are submitted through HER’s Submittable platform, accessible here. All first-time submitters must create an account to access the platform. You can find details on our submission guidelines on our Submissions page.

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Edtech for All

Chintu varghese, ’07 (exp-12), and his company, tabbieme, are taking part in the transformation of teaching and learning for schools in india and the middle east..

• By Erin Hale
• April 23, 2024
• Share This Page

The concept behind his edtech startup originated after Chintu Varghese, ’07 (EXP-12), and his wife, Rema, devised a tailored learning method for their sons, who were preparing for their secondary-school entrance exams in the United Kingdom. They realized the broader potential for the concept, and the idea behind TabbieMe was born.

The pair built a prototype of the digital learning platform, and Varghese pitched it to GEMS Education in the United Arab Emirates. Encouraged by the feedback from participating schools, they cofounded TabbieMe with the vision of enhancing learning and accelerating student outcomes.

At the time, Varghese was recruiting for UBS’s quantitative modeling team in India. What he observed further strengthened his conviction about the potential of TabbieMe: graduates he met from top-tier universities had impressive problem-solving abilities, but they had attained their positions through intense coaching in their later academic years, driven by fierce competition for admission. This had left a significant skills gap between those who had access to coaching camps and those who didn’t.

Varghese saw an opportunity to scale across schools in India: “We believed that by implementing our approach through a structured digital learning program, we could provide students with a stronger foundation, easing their path to competing for admission to top-tier universities.”

Collaborating with more than 90 teachers in various parts of India, they launched TabbieMath, a version of their platform, in 2019, blending teacher-guided instruction with personalized, self-guided learning. TabbieMath received excellent feedback from early users in India, the UAE, and Qatar. “This further cemented my confidence to leave UBS and focus full time on Tabbie,” Varghese says.

“We believed that ... we could provide students with a stronger foundation, easing their path to competing for admission to top-tier universities.”

To scale the business, he approached fellow Booth graduates from the Executive MBA Program Europe . His classmates not only supported the initiative but also provided the lion’s share of the £1.5 million pre-seed investment, helping turn the concept into a viable and marketable educational resource.

Over the course of five years, and amid the COVID-19 pandemic, TabbieMe has progressed to forge partnerships with more than 250 schools in India, the UAE, Kuwait, and Qatar. In 2022, the company joined forces with India’s Army Welfare Education Society through a memorandum of understanding, showcasing its ability to foster significant improvements in math-education outcomes.

“The growth potential is truly phenomenal,” says Varghese, who currently serves as the company’s CEO. He points to a collaboration with the Islamic Development Bank that is opening doors for expansion into the Philippines and Thailand for the company’s next phase, followed by Kenya and Tanzania in Phase Three.

Varghese cites UNESCO data indicating that nearly 800 million students worldwide have yet to achieve proficiency in math and reading. This number, he says, underscores the vast potential TabbieMe has to make even more of an impact.

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