Towards a new stable state: Equitably assessing trainee writing productivity post-COVID-19

This is a Preprint and has not been peer reviewed. This is version 1 of this Preprint.

This Preprint has no visible version.

Download Preprint
Add a Comment

You must log in to post a comment.


Comments

There are no comments or no comments have been made public for this article.

Downloads

Download Preprint

Supplementary Files
Authors

Freya Rowland, Kyra Prats, Yara Alshwairikh, Mary Burak, Ana Clara Fanton, Marlyse Duguid

Abstract

The current academic ‘ecosystem’ prioritizes publications and has remained in this stable state despite increasing calls for change. Although writing is a strong determinant of academic success, certain groups may experience publishing barriers that may be amplified by disruptive events like the COVID-19 pandemic. Here we surveyed 342 graduate students and postdoctoral scholars to assess (1) how identity predicted publishing outputs and (2) how the pandemic influenced feelings of writing productivity based on identity. We show that there were differential publication totals across identities. Respondents reported feeling less productive and motivated during the pandemic, despite having more time to write. BIPOC graduate students reported being the most negatively impacted. Since the pandemic disproportionately affected historically excluded groups, we urge the academic ‘ecosystem’ to transition away from an overemphasis on publication outputs and reach a new, more equitable stable state that evaluates accomplishments more holistically.

DOI

https://doi.org/10.32942/osf.io/cx4gf

Subjects

Disability and Equity in Education, Education, Gender Equity in Education, Higher Education

Keywords

graduate student, identity, Pandemic, postdoctoral scholar, publications

Dates

Published: 2022-08-30 20:40

License

CC-By Attribution-ShareAlike 4.0 International

Additional Metadata

Data and Code Availability Statement:
Data will be available on Dryad upon publication.