journal

The Journal of Higher Education

Beginning in January 2017 with Volume 88(1) The Journal of Higher Education is published and distributed by Taylor & Francis under the Routledge Imprint.

Editor-in-Chief - Stephen John Quaye, Ph D., The Ohio State University

Associate Editor - Kaleb Briscoe Brown, Ph.D., University of Oklahoma

Associate Editor -  Denisa Gándara, Ph.D., Southern Methodist University   

Associate Editor -  Juan Garibay, Ph.D., University of Virginia

Associate Editor - Dawn Johnson, Ph.D., Syracuse University

Associate Editor - Alex C. Lange, Ph.D., Colorado State University

Associate Editor -  Christina Yao, Ph.D., University of South Carolina

Managing Editor  - Tara Crawford, The Ohio State University

Frequency: Bimonthly (January, March, May, July, September, November)
ISSN: 0022-1546

Founded in 1930, The Journal of Higher Education (JHE) publishes original research and theoretical manuscripts on U.S. higher education. We publish two kinds of articles: empirical articles and scholarly, theoretical, or conceptual articles. Authors publishing empirical articles report the methodology, methods, and findings of an original research study; whereas, authors publishing scholarly, theoretical, or conceptual articles are making a strong, theoretical argument about a higher education issue. In either case, articles must address the main functions of higher education within the United States and the dynamic role of the university in society.

We publish scholarship from various theoretical perspectives and higher education topical areas. Articles appearing in the Journal employ an array of methodological approaches, and we welcome work from scholars across a range of career stages.

Comparative and international scholarship should make clear connections to the United States and include participants from the U.S. context.

Manuscripts NOT suitable for submission and NOT considered for publication include the following:

  • Those that do not engage deeply with the higher education literature
  • Commentaries or essays about higher education
  • Comparative and international scholarship not connected to the U.S. context
  • Non-academic, institutional, and program evaluations or reports
  • Book reviews
  • Special issue proposals

    • Prior to submitting a manuscript, we ask that you review the aims and scope of the Journal and ensure your manuscript aligns with the aims and scope. We also strongly encourage authors to read previous articles published in JHE to understand the quality and focus of articles in the Journal. Although we do not require that you cite manuscripts published in the Journal in your work, authors must ground their work deeply in the higher education scholarship.

    Thank you for your interest in submitting your work to JHE. We look forward to your submission.

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    Instructions for Authors

    To submit, please visit the Journal of Higher Education website at Taylor and Francis: http://www.tandfonline.com/toc/uhej20/current

    Editorial Board

    • Zarrina Talan Azizova, Ph.D., University of North Dakota
    • Vicki L. Baker, Ph.D., Albion College
    • Sondra N. Barringer, Ph.D., Southern Methodist University
    • Cameron C. Beatty, Ph.D., Florida State University
    • William Casey Boland, Ph.D., Baruch College, The City University of New York
    • Nicholas A. Bowman, Ph.D., University of Iowa
    • Roshaunda L. Breeden, Ph.D., East Carolina University
    • Tolani Britton, Ed.D., University of California, Berkeley
    • W. Carson Byrd, Ph.D., University of Michigan
    • Timothy Cain, Ph.D., University of Georgia
    • Rozana Carducci, Ph.D., Elon University
    • Isabelle Chang, Ph.D., Temple University
    • Katherine S. Cho, Ph.D., Loyola University Chicago
    • Lisa Delacruz Combs, Ph.D., University of North Texas
    • Marcela G. Cuellar, Ph.D., University of California, Davis
    • Linda DeAngelo, Ph.D., University of Pittsburgh
    • Jay Dee, Ph.D., University of Massachusetts Boston
    • Noah D. Drezner, Ph.D., Teachers College, Columbia University
    • Antonio Duran, Ph.D., Arizona State University
    • Frank Fernandez, Ph.D., University of Wisconsin-Madison
    • Crystal E. Garcia, Ph.D., University of Nebraska-Lincoln
    • Gina Ann Garcia, Ph.D., University of California, Berkeley
    • Jason C. Garvey, Ph.D., University of Vermont
    • Leslie D. Gonzales, Ed.D., Michigan State University
    • Ángel de Jesus González, Ed.D., Fresno State University
    • Casandra Harper, Ph.D., University of Missouri
    • Cassandra Hart, Ph.D., University of California, Davis
    • Deryl K. Hatch-Tocaimaza, Ph.D., University of Nebraska-Lincoln
    • Michael S. Hevel, Ph.D., University of Arkansas
    • Tara D. Hudson, Ph.D., Kent State University
    • Sarah S. Hurtado, Ph.D., University of Denver
    • Jennifer M. Johnson, Ph.D., Temple University
    • Sosanya Jones, Ed.D., Howard University
    • Vijay Kanagala, Ph.D., Salem State University
    • Jeongeun Kim, Ph.D., Arizona State University
    • Young Kim, Ph.D., Azusa Pacific University
    • Daniel Klasik, Ph.D., University of North Carolina at Chapel Hill
    • Carrie Kortegast, Ph.D., Northern Illinois University
    • Tonisha B. Lane, Ph.D., Virginia Tech
    • Kathleen J. Lehman, Ph.D., University of South Carolina
    • Lucy A. LePeau, Ph.D., Indiana University Bloomington
    • Maria Lewis, J.D., Ph.D., Penn State University
    • Luis Leyva, Ph.D., Vanderbilt University
    • Amy Li, Ph.D., Florida International University
    • Román Liera, Ph.D., Montclair State University
    • Jacqueline Mac, Ph.D., Northern Illinois University
    • Dina C. Maramba, Ph.D., Claremont Graduate University
    • Heather McCambly, Ph.D., University of Pittsburgh
    • Kevin R. McClure, Ph.D., University of North Carolina Wilmington
    • Laila McCloud, Ph.D., Grand Valley State University
    • Keon McGuire, Ph.D., North Carolina State University
    • Soumya Mishra, Ph.D., University of Southern California
    • Steve D. Mobley, Jr., Ph.D., Morgan State University
    • Demetri L. Morgan, Ph.D., University of Michigan
    • Kaitlin N. S. Newhouse, Ph.D., North Carolina State University
    • Federick Ngo, Ph.D., University of Nevada, Las Vegas
    • Mike Hoa Nguyen, Ph.D., New York University
    • Carolyn O'Laughlin, Ph.D., Saint Louis University
    • Taylor Odle, Ph.D., University of Wisconsin-Madison
    • Guillermo Ortega, Ph.D., Texas Tech University
    • Ann Person, Ph.D., Mathematica
    • Meghan Pifer, Ph.D., University of Kentucky
    • Stephen Porter, Ph.D., North Carolina State University
    • Brian Pusser, Ph.D., University of Virginia
    • Gary Rhoades, Ph.D., The University of Arizona
    • Kelly Rosinger, Ph.D., Penn State University
    • Heather T. Rowan-Kenyon, Ph.D., Boston College
    • Paul G. Rubin, Ph.D., The University of Utah
    • Karina G. Salazar, Ph.D., The University of Arizona
    • Margaret Sallee, Ph.D., University at Buffalo
    • Vanessa A. Sansone, Ed.D., The University of Texas at San Antonio
    • Linda Sax, Ph.D., University of California, Los Angeles
    • Benjamin Selznick, Ph.D., James Madison University
    • Rachel Smith, Ph.D., Iowa State University
    • Alyssa Stefanese-Yates, Ph.D., American Dental Education Association
    • Amy E. Stich, Ph.D., University of Georgia
    • Nicholas Stroup, Ph.D., Ohio University
    • Barrett Jay Taylor, Ph.D., University of North Texas
    • Antar A. Tichavakunda, Ph.D., University of California, Santa Barbara
    • Jason K. Wallace, Ph.D., Mississippi State University
    • Xueli Wang, Ph.D., University of Wisconsin-Madison
    • LaWanda W.M. Ward, Ph.D. & J.D., The Pennsylvania State University
    • Stephanie J. Waterman, Ph.D., University of Toronto
    • Melissa Whatley, Ph.D., William & Mary
    • Melvin A. Whitehead, Ph.D., Binghamton University
    • Annie M. Wofford, Ph.D., Florida State University
    • Gregory Wolniak, Ph.D., Mathematica
    • Jeremy Wright-Kim, Ph.D., University of Michigan
    • John Zilvinskis, Ph.D., Binghamton University

    The Journal of Higher Education Special Issue Call

    Countering Legislative Attacks on Higher Education: Challenges, Strategies, and Future Directions

    Guest Editors

    Kaleb L. Briscoe (University of Oklahoma)

    Liliana M. Garces (University of Texas at Austin)

    Royel M. Johnson (University of Southern California)

    In the midst of well-funded and coordinated attacks on higher education in the form of anti-CRT (critical race theory), anti-DEI (diversity, equity, and inclusion) and anti-trans/anti-LGB legislation, this special issue of The Journal of Higher Education focuses on advancing understanding of the nuances of these attacks and, more importantly, developing innovative, forward-thinking strategies for action. The special issue will offer practical, implementable strategies and guidance for higher education institutional leaders, policymakers, and practitioners to navigate and counter these challenges. Once the special issue is published, we will strategize opportunities for authors to meaningfully disseminate their work to relevant audiences.

    We seek manuscripts that do one or more of the following:

    • Provide discourse analyses of legislative bills targeting CRT, DEI, and LGBTQ issues to unearth their core themes and provide avenues for deeper understanding and insight.
    • Develop strategic frameworks that institutional leaders and other stakeholders can employ to advocate for, protect, and advance equity initiatives.
    • Employ case studies of success in advancing DEI under restrictive legislative environments.
    • Offer collaborative efforts between academia, legal experts, and advocacy groups in countering legislative restrictions.
    • Conduct policy analyses and recommendations for navigating and overturning restrictive legislation.
    • Provide empirical studies on the effects of restrictive legislation on students, faculty, and staff.
    • Offer promising and innovative teaching methods and curricular adaptations that support DEI objectives in constrained contexts.

    Interested authors should submit Abstracts (500 words maximum, 12-pt font, one-inch margins, single-spaced) for consideration by August 1, 2024.

    • Authors’ names and affiliations (not included in the word count)
    • Tentative title (not included in the word count)
    • How the manuscript addresses the call of the special issue, including a description of the study/idea, theoretical/conceptual and/or policy or practical contribution, and ability to complete and submit the full manuscript by November 15, 2024 if invited.

    Abstracts above the word limit will not be considered.

    Once abstract is accepted, invited manuscripts must follow this general format:

    • Key framing of the core issues/ideas advanced.
    • Data and evidence to support the issues/ideas offered with examples.
    • Recommendations and implementable strategies for leaders, educators, students, and policymakers that are grounded in the realities and contexts in which they are situated.

    Timeline

    • August 1, 2024: Abstracts Due
    • September 3, 2024: Decision on Abstracts to Authors
    • November 15, 2024: Initial, Full Manuscript Due
    • January 2025 : Revise or Reject Decision & Round 1 Feedback to Authors
    • February 28, 2025: Revised Manuscript Due
    • April 2025: Revise or Reject Decision & Round 2 Feedback to Authors
    • May 15, 2025: Final Manuscript Due
    • Once accepted, article will be published Online First, with final print publication by August 2025

    Submission

    Submit your 500-word abstract to go.osu.edu/jhespecialissue by August 1, 2024 | 5:00 pm EDT. No late submissions will be accepted.

    Direct inquiries to journalofhighereducation@gmail.com with “JHE Special Issue” in the subject line.

    We look forward to your submission.

    Best,

    Stephen John Quaye
    Editor, The Journal of Higher Education

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    JHE archives from 2002–2016 are available digitally through Project Muse.