RER Editors Share Their Vision in New Editorial Statement
RER Editors Share Their Vision in New Editorial Statement

April 2023

The 2022–2025 editors of Review of Educational Research (RER)—Mildred Boveda, Karly Sarita Ford, Erica Frankenberg, and Francesca López (all at Pennsylvania State University)—set forth a vision for their term in a new editorial statement, now available open-access online. The editors hope to extend RER’s already impressive trajectory by encouraging “authors to consider critical methodological advances that signal a commitment to disrupting complex and intersecting educational inequities (e.g., systemic racism, ableism, classism) across the globe.” In addition, they “intend to enhance the reach of RER’s articles to influence educational policy and practice in ways that center necessary attention on how and for whose benefit the research evidence is used. As such, one of our key aims is to invite scholars to contribute to scholarship that advances research syntheses in antiracist and other justice-centered ways.”

They intend to implement their vision through the following initiatives:

  • Encourage authors to read and cite studies outside of the generalist and field-wide journals, particularly international journals and those that are more specialized.
  • Request that authors explicitly address how their approaches assured citational justice and the efforts taken to consider scholarship generated by women, scholars of color, and other marginalized scholars in the methods section of the submission.
  • Encourage authors to provide epistemological and/or positionality statements to frame their approach to the data, literature, and research question(s).
  • Invite authors to consider urgent challenges related to evidence needed to promote equity in policy and practice.
  • Expand efforts to share findings of recently published articles more widely. In doing so, they seek to widen the influence of RER, particularly heeding recent calls to enhance the synthesis of research to inform policymaking. 

In closing, the editors “envision that RER can both maintain its premier status among education research journals while expanding its audience, authors, and content to reflect a commitment to complex and intersecting equity concerns across diverse geographic and linguistic contexts in intentional and emancipatory ways.”

RER, the No. 1 ranked journal in the Education and Educational Research impact factor category, publishes critical, integrative reviews of research literature bearing on education. The reviews include conceptualizations, interpretations, and syntheses of literature and scholarly work in fields broadly relevant to education and educational research. RER encourages the submission of reviews relevant to education from any discipline, such as psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided that the reviews bear on educational issues.

About the Co-Editors:

Mildred Boveda is an associate professor of special education at Pennsylvania State University and Honorary Visiting Professor at Teachers College, Columbia University. Her research interests include teacher education, intersectionality, and Black feminist epistemology. She uses the terms "intersectional competence" and "intersectional consciousness" to refer to educators’ understanding of sociocultural differences and how learners, families, and colleagues navigate multiple systems of oppression. She earned her doctorate of education in exceptional student education from Florida International University, and a master of education in education policy and management from the Harvard Graduate School of Education.
Karly Sarita Ford is an associate professor in the Education Policy Studies Department at Pennsylvania State University. Her research examines how the policies and practices of educational organizations shape the experiences of marginalized students. She pays particular attention to how educational organizations socially construct and make meaning of categories for race, gender, socioeconomic status, and dis/ability. Ford received a master’s of education in international education policy from Harvard University and a Ph.D. in sociology of education from New York University.
Erica Frankenberg is a professor of education and demography in the College of Education and the director of the Center for Education and Civil Rights at Pennsylvania State University. Her research interests focus on racial desegregation and inequality in K–12 schools, and the connections between school segregation and other metropolitan policies. Given demographic, legal, and political changes, her work focuses on policy design and extralegal factors affecting school segregation. These include the extent to which boundary lines between and within districts divide populations and students, how the design of school choice policies relates to racial and economic segregation of students, the intersection of housing and school composition, and the complex patterns of segregation and inequality emerging in suburban school districts. Frankenberg earned her doctorate in education policy from the Harvard Graduate School of Education.
Francesca López is the Waterbury Chair in Equity Pedagogy in the Department of Curriculum and Instruction at Pennsylvania State University. She began her career in education as a bilingual (Spanish/English) elementary teacher, and later as an at-risk high school counselor, in El Paso, Texas. Her research has been funded by the American Educational Research Association Grants Program, the Division 15 American Psychological Association Early Career Award, the National Academy of Education/Spencer Postdoctoral Fellowship, the Institute of Education Sciences, the Chan Zuckerberg Initiative, and Assessment for Good. López is a former co-editor of the inaugural unified American Educational Research Journal.