Kucirkova Natalia
Norwegian Centre for Learning Environment and Behavioural Research, University of Stavanger, NO-4036 Stavanger, Norway.
The Open University, Milton Keynes, UK.
Educ Psychol Rev. 2023;35(1):7. doi: 10.1007/s10648-023-09727-3. Epub 2023 Jan 26.
Despite the international focus on validation and success indicators of academic work across disciplines, examples of accomplished educational psychologists and their personal stories have been limited in the literature. Prinz et al. (2021) interviewed Five Highly Successful Female Educational Psychologists and offered a content analysis of their success stories, including the academics' strategies and trademark characteristics. In this Commentary, I expand on their findings in light of equity and intersectionality perspectives on academic success. I problematise academic success indicators (publication records and impact) with reference to literature on gender disparities in publication metrics and lack of inclusivity in generic measures of academic success. I outline how individual success narratives intersect with our collective responsibility for higher wellbeing and professional recognition of all colleagues. I argue that the equity and intersectionality perspectives are fundamental to inclusive narratives of success and highlight the power structures that have historically impeded access of diverse and minority scholars to top academic positions. I conclude with four recommendations for addressing the persistent structures of inequities in academic career opportunities.
尽管国际上关注各学科学术工作的验证和成功指标，但文献中关于有成就的教育心理学家及其个人故事的例子却很有限。普林兹等人（2021年）采访了五位非常成功的女性教育心理学家，并对她们的成功故事进行了内容分析，包括学者们的策略和标志性特征。在这篇评论中，我根据学术成功的公平性和交叉性视角，对她们的研究结果进行了扩展。我参考了关于出版指标中的性别差异以及学术成功通用衡量标准缺乏包容性的文献，对学术成功指标（出版记录和影响力）提出了质疑。我概述了个人成功故事如何与我们对所有同事更高幸福感和职业认可的集体责任相互交织。我认为，公平性和交叉性视角对于包容性的成功叙事至关重要，并强调了历史上阻碍不同学者和少数族裔学者获得顶级学术职位的权力结构。我最后提出了四项建议，以解决学术职业机会中持续存在的不平等结构问题。
