Open AccessInequity in Peer Review in Communication Sciences and Disorders
Author(s) -
Teresa Girolamo,
Nichol Castro,
Danai Kasambira Fannin,
Samantha Ghali,
Kerry Callahan Mandulak
Publication year - 2022
Publication title -
american journal of speech-language pathology (print)
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.993
H-Index - 72
eISSN - 1558-9110
pISSN - 1058-0360
DOI - 10.1044/2022_ajslp-21-00252
Subject(s) - peer review , communication sciences , psychology , sociology , political science , social science , law
The American Speech-Language-Hearing Association (ASHA) has committed to advancing diversity, equity, and inclusion (DEI) by retaining and advancing Black, Indigenous, and people of color (BIPOC) individuals in the discipline of communication sciences and disorders (CSD), amid critical shortages of faculty to train the next generation of practitioners and researchers. Publishing research is central to the recruitment, retention, and advancement of faculty. However, inequity in peer review may systematically target BIPOC scholars, adding yet another barrier to their success as faculty. This viewpoint article addresses the challenge of inequity in peer review and provides some practical strategies for developing equitable peer-review practices. First, we describe the demographics of ASHA constituents, including those holding research doctorates, who would typically be involved in peer review. Next, we explore the peer-review process, describing how inequity in peer review may adversely impact BIPOC authors or research with BIPOC communities. Finally, we offer real-world examples of and a framework for equitable peer review.