Journal scope statement
APA and the National Association of Diversity Officers in Higher Education (NADOHE) have joined together to publish the Journal of Diversity in Higher Education.
Multidisciplinary in perspective, this bimonthly journal offers insights into theory and research that can help guide the efforts of institutions of higher education in the pursuit of inclusive excellence.
Journal of Diversity in Higher Education largely publishes empirical research focused on issues related to diversity, equity, and inclusion in post-secondary environments. Our manuscripts address the experiences and outcomes of individuals from underrepresented and underserved communities, focusing on institutional barriers and challenges, patterns of access and achievement, and the impact of engaging with diverse students, faculty, and administrators.
We are also interested in work that explores issues related to teaching and learning, policy development and implementation, and leadership and organizational change in diverse learning environments. We are committed to publishing work that supports efforts to transform institutions, inspire colleagues, engage campus, governmental, and private sector leaders, and articulate culturally competent outcomes.
Equity, diversity, and inclusion
Journal of Diversity in Higher Education supports equity, diversity, and inclusion (EDI) in its practices. More information on these initiatives is available under EDI Efforts.
Calls for papers
Editor’s Choice
One article from each issue of Journal of Diversity in Higher Education will be highlighted as an “Editor’s Choice” article. Selection is based on the recommendations of the associate editors, the paper’s potential impact to the field, the distinction of expanding the contributors to, or the focus of, the science, or its discussion of an important future direction for science. Editor’s Choice articles are featured alongside articles from other APA published journals in a bi-weekly newsletter and are temporarily made freely available to newsletter subscribers.
Author and editor spotlights
Explore journal highlights: free article summaries, editor interviews and editorials, journal awards, mentorship opportunities, and more.
Prior to submission, please carefully read and follow the submission guidelines detailed below. Manuscripts that do not conform to the submission guidelines may be returned without review.
Submission
To submit to the editorial office of Chris Linder, please submit manuscripts electronically (.rtf, .pdf, or .doc) through the Manuscript Submission Portal.
Prepare manuscripts according to the Publication Manual of the American Psychological Association using the 7th edition. Manuscripts may be copyedited for bias-free language (see Chapter 5 of the Publication Manual). APA Style and Grammar Guidelines for the 7th edition are available.
Chris Linder, PhD
Associate Professor, Higher Education
Department of Educational Leadership & Policy
Director, McCluskey Center for Violence Prevention
University of Utah
Salt Lake City, UT
Email
In addition to addresses and phone numbers, please supply email addresses and fax numbers for use by the editorial office and later by the production office. The majority of correspondence between the editorial office and authors is handled by email, so a valid email address is important to the timely flow of communication during the editorial process.
Manuscripts for the Journal of Diversity in Higher Education can vary in length based on the type below. Manuscripts should be concise but of sufficient length to ensure theoretical and/or methodological competence.
The Journal publishes full length articles that share empirical research that supports efforts to transform institutions; inspire colleagues; engage campus, governmental, and private sector leaders; and articulate culturally competent outcomes. We also publish practice briefs that present empirically-based, conceptually framed recommendations addressing pressing and persistent problems faced by practitioners in their daily work. We do not publish book reviews or critical essays at this time.
Manuscript types
Journal of Diversity in Higher Education will publish two types of articles. All page limits are exclusive of tables, figures, and references:
- full length articles (20 – 35 double-spaced pages maximum) based on empirical research that makes major theoretical contributions and has practical implications
- practice briefs (6 – 10 double-spaced pages maximum) that leverage existing theory and research to inform efforts to address real-world problems and provide actionable recommendations for practitioners.
Practice briefs
The Journal of Diversity in Higher Education publishes practice briefs as a way to accomplish the journal’s mission to advance scholarship that promotes institutional transformation and inclusive excellence. Their length and specificity make them an ideal resource for policymakers, practitioners, and institutional leaders. As scholarly pieces that translate and advance research, practice briefs are meant to foster dialogue and connection among scholarship and practice. The journal is especially interested in pieces co-authored by practitioners and researchers.
Reference the call for practice briefs for full instructions and guidelines for the structure and submission of practice briefs.
Manuscript preparation
Prepare manuscripts according to the Publication Manual of the American Psychological Association using the 7th edition. Manuscripts may be copyedited for bias-free language (see Chapter 5 of the Publication Manual).
Review APA's Journal Manuscript Preparation Guidelines before submitting your article.
Double-space all copy. Other formatting instructions, as well as instructions on preparing tables, figures, references, metrics, and abstracts, appear in the Manual. Additional guidance on APA Style is available on the APA Style website.
If your manuscript was mask reviewed, please ensure that the final version for production includes a byline and full author note for typesetting.
Authors should review the updated APA Style Journal Article Reporting Standards (JARS) for quantitative, qualitative, and mixed methods research. These standards offer ways to improve transparency in reporting to ensure that readers have the information necessary to evaluate the quality of the research and to facilitate collaboration and replication.
The new JARS
- Recommend the division of hypotheses, analyses, and conclusions into primary, secondary, and exploratory groupings to allow for a full understanding of quantitative analyses presented in a manuscript and to enhance reproducibility;
- Offer modules for authors reporting on N-of-1 designs, replications, clinical trials, longitudinal studies, and observational studies, as well as the analytic methods of structural equation modeling and Bayesian analysis;
- Include guidelines on reporting on registration (including making protocols public); participant characteristics, including demographic characteristics; inclusion and exclusion criteria; psychometric characteristics of outcome measures and other variables; and planned data diagnostics and analytic strategy.
For further resources, including flowcharts, review the APA Style Journal Article Reporting Standards (JARS) website.
Below are additional instructions regarding the preparation of display equations, computer code, and tables.
Display equations
We strongly encourage you to use MathType (third-party software) or Equation Editor 3.0 (built into pre-2007 versions of Word) to construct your equations, rather than the equation support that is built into Word 2007 and Word 2010. Equations composed with the built-in Word 2007/Word 2010 equation support are converted to low-resolution graphics when they enter the production process and must be rekeyed by the typesetter, which may introduce errors.
To construct your equations with MathType or Equation Editor 3.0:
- Go to the Text section of the Insert tab and select Object.
- Select MathType or Equation Editor 3.0 in the drop-down menu.
If you have an equation that has already been produced using Microsoft Word 2007 or 2010 and you have access to the full version of MathType 6.5 or later, you can convert this equation to MathType by clicking on MathType Insert Equation. Copy the equation from Microsoft Word and paste it into the MathType box. Verify that your equation is correct, click File, and then click Update. Your equation has now been inserted into your Word file as a MathType Equation.
Use Equation Editor 3.0 or MathType only for equations or for formulas that cannot be produced as Word text using the Times or Symbol font.
Computer code
Because altering computer code in any way (e.g., indents, line spacing, line breaks, page breaks) during the typesetting process could alter its meaning, we treat computer code differently from the rest of your article in our production process. To that end, we request separate files for computer code.
In online supplemental material
We request that runnable source code be included as supplemental material to the article. For more information, visit Supplementing Your Article With Online Material.
In the text of the article
If you would like to include code in the text of your published manuscript, please submit a separate file with your code exactly as you want it to appear, using Courier New font with a type size of 8 points. We will make an image of each segment of code in your article that exceeds 40 characters in length. (Shorter snippets of code that appear in text will be typeset in Courier New and run in with the rest of the text.) If an appendix contains a mix of code and explanatory text, please submit a file that contains the entire appendix, with the code keyed in 8-point Courier New.
Tables
Use Word's insert table function when you create tables. Using spaces or tabs in your table will create problems when the table is typeset and may result in errors.
Academic writing and English language editing services
Authors who feel that their manuscript may benefit from additional academic writing or language editing support prior to submission are encouraged to seek out such services at their host institutions, engage with colleagues and subject matter experts, and/or consider several vendors that offer discounts to APA authors.
Please note that APA does not endorse or take responsibility for the service providers listed. It is strictly a referral service.
Use of such service is not mandatory for publication in an APA journal. Use of one or more of these services does not guarantee selection for peer review, manuscript acceptance, or preference for publication in any APA journal.
Submitting supplemental materials
APA can place supplemental materials online, available via the published article in the PsycArticles® database. Please see Supplementing Your Article With Online Material for more details.
Abstract and keywords
All manuscripts must include an abstract containing a maximum of 250 words typed on a separate page. After the abstract, please supply up to five keywords or brief phrases.
References
List references in alphabetical order. Each listed reference should be cited in text, and each text citation should be listed in the references section.
Examples of basic reference formats:
Journal article
McCauley, S. M., & Christiansen, M. H. (2019). Language learning as language use: A cross-linguistic model of child language development. Psychological Review, 126(1), 1–51. https://doi.org/10.1037/rev0000126
Authored book
Brown, L. S. (2018). Feminist therapy (2nd ed.). American Psychological Association. https://doi.org/10.1037/0000092-000
Chapter in an edited book
Balsam, K. F., Martell, C. R., Jones. K. P., & Safren, S. A. (2019). Affirmative cognitive behavior therapy with sexual and gender minority people. In G. Y. Iwamasa & P. A. Hays (Eds.), Culturally responsive cognitive behavior therapy: Practice and supervision (2nd ed., pp. 287–314). American Psychological Association. https://doi.org/10.1037/0000119-012
Figures
Preferred formats for graphics files are TIFF and JPG, and preferred format for vector-based files is EPS. Graphics downloaded or saved from web pages are not acceptable for publication. Multipanel figures (i.e., figures with parts labeled a, b, c, d, etc.) should be assembled into one file. When possible, please place symbol legends below the figure instead of to the side.
Resolution
- All color line art and halftones: 300 DPI
- Black and white line tone and gray halftone images: 600 DPI
Line weights
- Adobe Photoshop images
- Color (RGB, CMYK) images: 2 pixels
- Grayscale images: 4 pixels
- Adobe Illustrator Images
- Stroke weight: 0.5 points
APA offers authors the option to publish their figures online in color without the costs associated with print publication of color figures.
The same caption will appear on both the online (color) and print (black and white) versions. To ensure that the figure can be understood in both formats, authors should add alternative wording (e.g., “the red (dark gray) bars represent”) as needed.
For authors who prefer their figures to be published in color both in print and online, original color figures can be printed in color at the editor's and publisher's discretion provided the author agrees to pay:
- $900 for one figure
- An additional $600 for the second figure
- An additional $450 for each subsequent figure
Permissions
Authors of accepted papers must obtain and provide to the editor on final acceptance all necessary permissions to reproduce in print and electronic form any copyrighted work, including test materials (or portions thereof), photographs, and other graphic images (including those used as stimuli in experiments).
On advice of counsel, APA may decline to publish any image whose copyright status is unknown.
Publication policies
For full details on publication policies, including use of Artificial Intelligence tools, please see APA Publishing Policies.
APA policy prohibits an author from submitting the same manuscript for concurrent consideration by two or more publications.
See also APA Journals® Internet Posting Guidelines.
APA requires authors to reveal any possible conflict of interest in the conduct and reporting of research (e.g., financial interests in a test or procedure, funding by pharmaceutical companies for drug research).
Ethical Principles
It is a violation of APA Ethical Principles to publish "as original data, data that have been previously published" (Standard 8.13).
In addition, APA Ethical Principles specify that "after research results are published, psychologists do not withhold the data on which their conclusions are based from other competent professionals who seek to verify the substantive claims through reanalysis and who intend to use such data only for that purpose, provided that the confidentiality of the participants can be protected and unless legal rights concerning proprietary data preclude their release" (Standard 8.14).
APA expects authors to adhere to these standards. Specifically, APA expects authors to have their data available throughout the editorial review process and for at least 5 years after the date of publication.
Authors are required to state in writing that they have complied with APA ethical standards in the treatment of their sample, human or animal, or to describe the details of treatment.
The APA Ethics Office provides the full Ethical Principles of Psychologists and Code of Conduct electronically on its website in HTML, PDF, and Word format. You may also request a copy by emailing or calling the APA Ethics Office (202-336-5930). You may also read "Ethical Principles," December 1992, American Psychologist, Vol. 47, pp. 1597–1611.
Other information
See APA’s Publishing Policies page for more information on publication policies, including information on author contributorship and responsibilities of authors, author name changes after publication, the use of generative artificial intelligence, funder information and conflict-of-interest disclosures, duplicate publication, data publication and reuse, and preprints.
Visit the Journals Publishing Resource Center for more resources for writing, reviewing, and editing articles for publishing in APA journals.
Editor
Chris Linder, PhD
University of Utah, United States
Associate editors
Erin Doran, EdD
Iowa State University, United States
Patton O. Garriott, PhD
University of Denver, United States
Chrystal George Mwangi, PhD
George Washington University, United States
Deryl Hatch-Tocaimaza, PhD
University of Nebraska–Lincoln, United States
Editorial board
Frim Ampaw, EdD
Morgan State University, United States
Jessica C. Bennett, PhD
University of Maryland, United States
Ginny Boss, PhD
University of Georgia, United States
Kaleb L. Briscoe, PhD
University of Oklahoma, United States
Christopher Broadhurst, PhD
University of New Orleans, United States
Derrick Brooms, PhD
University of Tennessee Knoxville, United States
Kirsten Brown, PhD
Edgewood College, United States
Beth E. Bukoski, PhD
Virginia Commonwealth University, United States
Brian A. Burt, PhD
University of Wisconsin–Madison, United States
Germán A. Cadenas, PhD
Lehigh University, United States
Shannon M. Calderone, PhD
Washington State University, United States
D. Chase J. Catalano, EdD
Virginia Tech, United States
Tabbye Maria Chavous, PhD
University of Michigan, United States
Mun Yuk Chin, PhD
University of Nebraska–Lincoln, United States
Mary M. Chittooran, PhD
Saint Louis University, United States
D. Anthony Clark, PhD
Arizona State University, United States
Joan Collier, PhD
Rutgers University, United States
Felecia Commodore, PhD
Old Dominion University, United States
Natasha Croom, PhD
Clemson University, United States
Laura S. Dahl, PhD
North Dakota State University, United States
Kun Dai, PhD
The Chinese University of Hong Kong, Hong Kong
Chayla Haynes Davison, PhD
Texas A&M University, United States
J. Michael Denton, PhD
University of South Florida, United States
Antonio Duran, PhD
Arizona State University, United States
Carlton J. Fong
Texas State University, United States
Nichole M. Garcia, PhD
Rutgers University, United States
Stacey D. Garrett, PhD
Appalachian State University, United States
Chris R. Glass, PhD
Old Dominion University, United States
Leslie D. Gonzales, EdD
Michigan State University, United States
Justin Grimes, PhD
Virginia Polytechnic Institute and State University, United States
Niah S. Grimes, PhD
Morgan State University, United States
Kayon A. Hall, PhD
Kent State University, United States
Ebelia Hernandez, PhD
Rutgers University, United States
Tara D. Hudson, PhD
Kent State University, United States
Sarah Socorro Hurtado, PhD
University of Denver, United States
Marlo Goldstein Hode, PhD
University of Missouri–Columbia, United States
Dimpal Jain, PhD
California State University, Northridge, United States
Rashné Jehangir, PhD
University of Minnesota, United States
Royel M. Johnson, PhD
University of Southern California, United States
Jarrel T. Johnson, PhD
University of Utah, United States
Veronica Jones Baldwin, PhD
University of North Texas, United States
Cindy Ann Kilgo, PhD
Indiana University, United States
Young K. Kim, PhD
Azusa Pacific University, United States
Katie Koo, PhD
University of Georgia, United States
Lucy A. LePeau, PhD
Indiana University, United States
Luis Antonio Leyva, PhD
Vanderbilt University, United States
Jameson D. Lopez, PhD
University of Arizona, United States
Ty C. McNamee, PhD
The University of Mississippi, United States
Darris R. Means, PhD
University of Pittsburgh, United States
Monique M. Mendoza, PhD
University of California, San Diego, United States
Steve D. Mobley, Jr., PhD
Morgan State University, United States
Terrell R. Morton, PhD
University of Illinois-Chicago, United States
Susana M. Muñoz, PhD
Colorado State University–Fort Collins, United States
Brett Ranon Nachman, PhD
North Carolina State University, United States
Bach Mai Dolly Nguyen, PhD
Oregon State University, United States
Mike Hoa Nguyen, PhD
New York University, United States
Gudrun Nyunt, PhD
Northern Illinois University, United States
Wilson Kwamogi Okello, PhD
Pennsylvania State University, United States
Oscar E. Patrón, PhD
Indiana University, United States
Rosemary J. Perez, PhD
University of Michigan, United States
Meghan J. Pifer, PhD
University of Louisville, United States
Raechele L. Pope, EdD
University of Buffalo, United States
Nicole Alia Salis Reyes, EdD
University of Hawaiʻi at Mānoa, United States
Claire Robbins, PhD
Virginia Tech University, United States
Dian D. Squire, PhD
Northern Arizona University, United States
Terah J. Stewart, PhD
Iowa State University, United States
V. Thandi Sulé, PhD
Oakland University, United States
Tenisha Tevis, PhD
Oregon State University, United States
Nathan R. Todd, PhD
University of Illinois at Urbana-Champaign, United States
LaWanda W. M. Ward, JD, PhD
Pennsylvania State University, United States
Stephanie J. Waterman, PhD
University of Toronto, Canada
Melanie M. Wilcox, PhD
Augusta University, United States
Kerrie G. Wilkins-Yel, PhD
University of Massachusetts Boston, United States
Brittany Williams, PhD
University of Vermont, United States
Michael Steven Williams, PhD
University of Missouri, United States
Roger L. Worthington, PhD
University of Maryland, College Park, United States
Raquel Wright-Mair, PhD
Rowan University, United States
Christina W. Yao, PhD
University of South Carolina, United States
Ximena U. Zúñiga, PhD
University of Massachusetts Amherst, United States
Abstracting and indexing services providing coverage of Journal of Diversity in Higher Education
- Cabell's Directory of Publishing Opportunities in Psychology
- Current Contents: Social & Behavioral Sciences
- Education Source
- ERIC
- Journal Citations Report: Social Sciences Edition
- OCLC
- PsycInfo
- PsycLine
- SCOPUS
- Social Sciences Citation Index
- Supplemental Index
- TOC Premier
- Student Activism:
Special issue of APA's Journal of Diversity in Higher Education, Vol. 9, No. 3, September 2016. The articles offer important insights into diversity-related concerns and how students may serve as agents of campus change as well as broader social change.
- Work–Life Balance in Higher Education:
Special issue of APA's Journal of Diversity in Higher Education, Vol. 8, No. 3, September 2015. Includes articles about cultures of work-life balance, work-life satisfaction, career-life balance for women of color; and international faculty.
- Measurement and Assessment in Campus Climate Research:
Special issue of APA's Journal of Diversity in Higher Education, Vol. 1, No. 4, December 2008. Articles examine the methods, findings, and implications of a multitude of campus climate research studies; report psychometric investigations on the measurement of unique dimensions of campus climate; and provide a conceptual framework for the assessment of campus climate that has been used at a large number of institutions.
Journal equity, diversity, and inclusion statement
Journal of Diversity in Higher Education largely publishes empirical research focused on issues related to diversity, equity, and inclusion in post-secondary environments. Our manuscripts address the experiences and outcomes of individuals from underrepresented and underserved communities, focusing on institutional barriers and challenges, patterns of access and achievement, and the impact of engaging with diverse students, faculty, and administrators.
Inclusive study designs
- Collaborative research models
- Diverse samples
Definitions and further details on inclusive study designs are available on the Journals EDI homepage.
Inclusive reporting standards
- Bias-free language and community-driven language guidelines (required)
- Reflexivity (recommended)
- Positionality statements (recommended)
- Impact statements (recommended)
- Participant sample descriptions (recommended)
- Sample justifications (recommended)
- Inclusive reference lists (recommended)
More information on this journal’s reporting standards is listed under the submission guidelines tab.
Other EDI offerings
Masked peer review
This journal offers masked peer review (where both the authors’ and reviewers’ identities are not known to the other). Research has shown that masked peer review can help reduce implicit bias against traditionally female names or early-career scientists with smaller publication records (Budden et al., 2008; Darling, 2015).
Recruitment
The journal practices intentional recruitment of individuals from diverse identity groups and cultural backgrounds as reviewers and editorial board members.
Editor Spotlight
From APA Journals Article Spotlight®
- Finding your people and your space on the internet: The web as a source of support for trans students of color
- How do recent college graduates navigate ideological bubbles? Findings from a longitudinal qualitative study
- The chief diversity officer
- A closer look at diversity: Understanding the place of race post-affirmative action
